I am always on a mission to find more comfort and joy in life. Naturally, I became more curious about how I could infuse my classroom and the act of teaching with more comfort and cozy as well. I stumbled upon the word “hygge” on Pinterest after posting a few photos of rainy days, coffee cups, and twinkle lights as backgrounds. I love all things cozy, but the idea of taking this idea of coziness and comfort into the classroom didn’t hit until I started to read more and post more about hygge. I really don’t envision my classroom at school being filled with candles and everyone sipping peppermint tea like we are at a cafe, but I do see how some of the mantras from the practice of hygge can transfer over into the classroom and create an atmosphere of happiness. I think it is also important to consider the importance of comfort and cozy in the role of online learning. While I know many of us can’t makeover entire corners of our homes and online learning classrooms, some of the ideas in this post can apply to make ourselves feel a little more at ease while teaching from home. Hygge is about comfort. I am hoping that some of the ideas with hygge in this post lead to more happiness in my classroom and home, and therefore, lead to better wellness for me and my students.

According to The Little Book of Hygge: Danish Secrets to Happy Living (The Happiness Institute Series) by Meik Wiking, “The word hygge originates from a Norwegian word meaning “well-being.” For almost five hundred years, Denmark and Norway were one kingdom, until Denmark lost Norway in 1814. Hygge appeared in written Danish for the first time in the early 1800s, and the link between hygge and well-being or happiness may be no coincidence” (ix). Let’s start with how you pronounce hygge. To sound it out, you would say “hue-guh.” Like the hues of the sun and guh rhyming with duh. Hygge is “about an atmosphere and experience, rather than about things” (vi). In short, hygge creates an atmosphere of calm and comfort in everyday things and experiences we all identify with naturally, and then these feelings create a sense of happiness.

As we all return to school this fall, the buzzwords of “social-emotional learning,” “SEL,” and “mindfulness” are swirling around faster than Starbucks is serving up Pumpkin Spice Lattes. The Collaborative for Academic, Social, and Emotional Learning otherwise known as CASEL is one of the main research institutes regarding SEL work for PreK-12 education. If you are unfamiliar with social-emotional learning, their website provides a great resource and graphic with the topic introduction including information on the competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. CASEL also offers an interactive online Guide to Schoolwide SEL that has more information. My district rolled out their plan for options to return to learning, and both options include a day dedicated to SEL lessons and learning. The district helped form a pacing guide, but I wanted to reach into my own teacher toolbox for some of the strategies and tools that I use to address social-emotional learning in my classroom. The main resource for SEL is the power of the read-aloud. I have written before on the blog about the power of the book talk, and the read-aloud stands right next to the book talk as a powerful tool to use in any classroom from elementary through high school. This post contains 12 book recommendations for read-alouds, some classroom routines to consider including my own goals with my own SEL work, and some links to further reading. My game plan is to use the power of the read-aloud to begin each social-emotional learning session.

As I reflect on the planning that I did at the beginning of August, I am keenly aware of the transition to the fall teacher schedule that happens in September. Yesterday was the first day of school and our first day implementing our district’s online learning plan. While today was the first full day, and I think it went pretty well, there still is something to be said about the major adjustments in the schedule that happens in not just my life, but in the life of a teacher. Really, anyone associated with someone going to school. Different pockets of priorities sneak up around keeping track of new tasks, email inboxes, trying to stay organized, and encouraging personal creative growth and inspiration. One way I like to try to maintain life’s course during times of transition is through journaling. Last month I wrote about how I was utilizing the Undated Daily Passion Planner in Lush Green in order to take things one day at a time. I can focus on the goals and the tasks that need to happen that day. This has been an adjustment in how my brain thinks. I am a habitual planner-aheader. I want to know what is happening a week from now, a month from now, and a year from now. I am constantly making lists. However, I think this particular fall season calls for all of us to maybe considering slowing down.

However you find yourself slowing down this fall season, I hope you get a chance to focus in on your goals, get curious about your own learning, and indulge in small moments that make you happy. One way to do that is to focus on your journaling habits. You may be choosing to use a bullet journal system, keep a Passion Planner, or write down your thoughts in any notebook you have around the house. My process for September involves figuring out where my motivation is through an inspiration layout, and then planing for each day, one at a time. This post is a preview of my inspiration layout for the month, some dailies, and my process for tackling the rest of the 29 days ahead.

This is the perfect recipe for transitioning to fall. Sweet corn is still in season here in Michigan for another few weeks, so you can pile four basic ingredients on to a sheet pan and cook them pretty easily for a hearty meal. The secret ingredient is paprika because it provides a smoky-salty taste to the sweet corn. You could also add some more veggies, but I found that I liked the simplicity of the different elements of this meal. The original recipe calls for okra which would also be perfect. Check out my adapted ingredients list, and then you can see step-by-step directions. The preparation for this took about 15 minutes, and then you will cook everything for another 20-25 minutes. Get the napkins ready!

I love looking at what other people have planned for the first two weeks of school. While some people feel inventive and creative, I sometimes feel really pressured to make sure that the first two weeks feel…perfect. And I can guarantee that nothing feels particularly perfect this year as we head back-to-school with online learning. However, I told my classes today: “No matter where we are, we are going to learn and have a great time.” I meant it. I wanted to include my favorite resources, books, and the learning platforms that I am using for heading back-to-school. I know that my teaching will be forever changed due to the adaptations and modifications I am making for my instruction in the current moment. This post starts with my first day plans, and then it provides a simple-structured outline for the rest of the two weeks. I did not include any language regarding essential questions and standards. I wanted to focus on the main activities and the tools I used to plan those activities along the way.

The end of August and the beginning of September marks the official kick-off of back-to-school. Many of you have probably been planning for a while. Some of you may be still working out the first few weeks of plans for your classroom. Wherever you are in the planning process, this post is designed to give you some sparks of joy and added creativity in your planning and in your adjustment in the closing out of summer. If you have reached a dead-end, (like I had earlier this week) browse the posts below to find one that may help insert some much-needed inspiration into your plans or your own personal routine. You will find some posts about teaching including ideas for classroom activities, literacy instruction, and how to structure your class setup. You will also find mindset posts about anxiety, stopping negative teacher talk, and remaining uncomfortable as you approach this school year with a focus on anti-bias and anti-racist teaching. I know this school season of 2020-2021 is unlike any other we have faced in the world of teaching; however, I know we can do this through the collaboration of ideas and helpful reminders to see the good in all situations.

We can do this. I promise.

I know not everyone is excited about planning for the upcoming school year. I completely understand. When I first sat down to start planning, (after only hearing the sort of plan in early August) I was completely overwhelmed. That being said, I tried to gather my resources and challenge my mindset in that moment of feeling like I was underwater. For resources, I collected planning materials, teacher books that I was reading over the summer, and my favorite cup of coffee. My mindset on the other hand? I had to consistently tell myself that there is positivity in this change. Some people are struggling with those being positive. I am trying to find a balance between protecting my peace and being a good listener to colleagues. I am not saying that this will be my most outstanding year as a teacher, but I think this year has the capacity to be the biggest year of my own individual growth. What I mean by this is that the systems that run my classroom down to the core are being changed. I have to change with it. Growth always comes from change.

One of those systems of change is grading. In the spring when we did emergency learning, (I like this phrase better because that’s what it was) I was convinced that nobody should be grading anything. I stand by that observation. There is even a big piece of me that still thinks that this should be the case as I continue to look at the number of students I teach that are included in vulnerable populations. My students who are homeless, hungry, watching other siblings, lack internet access, speak another language, and more. I am particularly aware of my students of color as they move into a school year where conversations about George Floyd and Breonna Taylor are left as ellipsis and not periods. However, I wanted to find a way to make my grading system in my classroom fair and equitable for and to all parties. So, if you are making progress in my class, the end result is shown in the grade book and in the conversations about that progress. This isn’t about points. It’s about people. This post outlines my understanding of Zerwin’s text, and it applies her theories to my classroom model. Hang tight! You will see my grading categories, how I plan on entering things into my grade book, and my new learning goals.

Whether you call quick writes your warmup, a focused writing prompt, writing into the day, or simply timed writing, a quick write has a range of possibilities that are just plain cool and useful in the English classroom. I adhere to the definition that Linda Reif uses in her book The Quickwrite Handbook: 100 Mentor Texts to Jumpstart Your Students' Thinking and Writing: “A quick write is a first draft response to a short piece of writing…” (3). Linda Reif uses other authors’ writing to spark ideas, but in my opinion, it can also be in the form of a question or another prompt to get students thinking. The three-minute quick write as a strategy is not new. It is a technique that published authors use, screenwriters, and classrooms young and old. This post is designed to help you revisit an old strategy and maybe weave in some new techniques to freshen it up a bit. If you are preparing the fall, it may be a perfect time to revisit your classroom weekly teaching routine.

The timing of three minutes is on purpose. It is just long enough to have a moment to think, but not enough time to really have a ton of delay that could cause disruptions in the classroom. I often will be able to put my response in my notebook and warn them just in time that they have a minute and a half left. The timing of this is “enough” time that it is not obtrusive to other activities in a day’s lesson plan. Think short and sweet, but just urgent enough that students will not have much time for hesitation in getting ideas down on paper.

I always end the first six weeks of school with narrative poetry. 1.) It is a mindset thing. I want to show the kids who don’t think they can write poetry that they indeed can write poetry. 2.) It is an excellent way to get to know students better. We may think we know each other after six weeks, but in reality, we have spent a lot of that time on testing and expectations. it is powerful to know our students and let our students know who we are as people. Cue Where I’m From Poems and I Am Poems. I use this form of poetry from George Ella Lyon each year to help build community and access important identity work. This post includes all of the assignment materials and my step-by-step process including mentor texts and a read-aloud.

This is an adapted sheet pan recipe that is easy to make on a weeknight. You can use frozen items or fresh items of produce. It really depends on what is in the freezer during that week and what we have on hand. I prefer turkey sausage for this recipe, but it is also delicious with andouille sausage. Feel free to sub in your favorite veggies to make your own spin on these easy bake sausage, veggies, and rice dish! Remember, you can pin the image below to view the side-by-side ingredients list and steps for directions. Scroll past the image to see each step with pictures. Happy weeknight dinner!

The Third Coast Camp for Young Writers is an annual summer camp for young writers entering grades 3-8 that happens each year on the campus of Western Michigan University in Kalamazoo, MI. While planning for this year, my teacher partner Mrs. Roberts (Go see her at her teacher blog Literacy Adventures) already met to plan our sessions. I was going to do Animal Memoir writing with a mentor text of El Deafo by Cece Bell, and Mrs. Roberts was going to do science-themed writing sessions with the Science Comics series of graphic novels for kids. We had a plan back in February.

Then, when the COVID-19 pandemic hit our area, and we both navigated through emergency online learning, we were unsure that parents would want a virtual option at all for summer camp. We also were admittedly tired from online learning. After putting out a survey to our own students, their families, and former camp attendees, we got feedback that almost everyone wanted a virtual option for summer camp. So, we pulled together to develop a week-long adventure into writing called Camp Third Coast. See our promotional flyer here. This post is all about the planning of our virtual writing camp, and the lessons that I want to take with me into the fall teaching writing in an online environment. Spoiler Alert: The biggest lesson is that all of our students should we engaged in creative writing as much as possible-even in online learning formats.

I am not a person who declares that I am a fabulous chef of any kind. For the first 10 years of my relationship, it was my husband who did the majority of the cooking. I have had to work at cooking like I have had to work at learning how to be a teacher. In the past four or five years, I have really tried to do learn recipes I have found on Pinterest, and keep track of the dishes that I feel I am starting to get better at with practice. Sometimes the things that matter take some time to learn. I do remember one recipe that I would make as a 15-year-old teenager. I would first watch my mom bake this bread, and then I would write down the recipe for my own use. I have kept the same recipe card throughout all of these years. Now, whenever I am feeling a little nostalgic, I will make some banana bread…the Butler way. Feel free to pin the image below that has the ingredients and recipe directions side-by-side. Then, brew a cup of coffee or tea and make banana bread today’s snack for the family.

It doesn’t matter what kind of day I have had-I don’t ever dread making oven-baked fajitas. It could be after a day where everything might have gone wrong. It could be on a day when I am overly tired. It could also apply to a day when I don’t necessarily feel like cooking. This recipe is easy to follow and requires little cleanup. One of my favorite parts of this recipe is that there is one pan to cook the ingredients in and one cutting board to scrub when you are done. I am constantly on the lookout for easy one-pan ingredients that I can use for any night of the week. Feel free to pin the image below with the recipe and directions side-by-side (I can’t tell you the number of times I have taken pictures of the ingredients page and then scroll down to take another picture of the directions page on recipes for grocery shopping). This is an easy oven fajitas recipe that can also be substituted with strips of steak or shrimp if you adjust cooking time. Make tonight fajitas night.

What a time to be a teacher! I finally got a chance to relax a bit in July, and then August snuck right on up to say hello. It’s August. Officially. What this normally means in my mind is that I need to start getting around for Back-to-School. Like an alarm that went off in my mind, I woke up early on August 1st ready to start thinking about school. I even walked outside to let out our dog, Laker, and saw that the bush that turns fire-engine red in the fall indeed had three new red leaves. It was crisp in the air. Fall decided it was going to show up early. Like other teachers this summer, I never really shut my brain down long enough to feel like it was summer. Earlier in June, I participated in moving an in-person writing camp to an online format, and I finished up an online summer book club with The Parker Inheritance by Varian Johnson for all middle schoolers in my district. Summer flew by. It always does. I went from being eager and anxious about my district announcing the Return-to-Learn plan on August 3rd, and then I spent some time this week processing what it would mean for me for the upcoming year.

I do know August 3rd still has not provided a ton of answers. My district is offering two main options for students: 1.) A tiered return approach and 2.) A fully virtual option. The tiered approach will work by trimester or every 12 weeks. The first twelve weeks will be online, the second twelve weeks will be a hybrid model of online and in-person learning, and the last twelve weeks will be fully in-person five days a week. This is all contingent on the phase or status of COVID-19 here in Michigan. I wanted to spend the first week of August figuring out how I am handling my own morale and motivation considering returning to the classroom, and I wanted to focus on the items in my routine that are favorite things to use. This post is an August products favorites haul of sorts and inside peeks into the day-by-day schedule that I am using with my new Daily Passion Planner.

I’m not sure I knew that summer burnout existed before this year. There are a ton of possible reasons as to why I am feeling this way. Perhaps, it is the residual burnout from spring online learning, the haphazard end to the school year, or now the impending question of what is to come of the fall. Maybe it is all of the above. Maybe it is more. As I wake up each day to uncertain conversations about what should take place versus what needs to take place and nobody seems to be in agreement with anybody else, I find myself doing a lot of listening and observing. I also find myself wondering how to plan ahead for what I know will be a hard school year this fall.

But, I am certain that this summer burnout is something that I know other teachers are dealing with as well. I see the posts from others each day. I carry many of the conversations with me as I speak with other families, parents, and teachers about what they think of the fall. Many are afraid. Many are overwhelmed. Many are just confused. Summertime is normally the teacher’s time to thrive. Even in the past if I chose to teach summer school, I would be writing every day. I would be reading tons of books, and I would be doing a lot of planning in the form of dreaming for the fall. I normally have a “summer stack” of books that I happily go through and think big in terms of changing how I do business or trying to be a better teacher.

But, I am tired. More than tired.

Feedback is how you know an adventure is complete. Even if it is in stages. I love feedback, specifically, I love critical feedback. I often will immediately scour through my surveys at the end of the year and look for areas that need improvement. I always feel warm and fuzzy from a child’s comment about me being nice, awesome, or their favorite teacher. That is the ultimate compliment. Because that means that I can single-handedly change a student’s day. These comments are on my surveys each year. However, I often find myself looking through the feedback for the points that sting a little or the ways to make my classroom better.

I look for… “It was boring.”

I look for… “I didn’t like when we did…”

I seek out the… “class went so slow when….”

When we stop improving, we stop growing and adapting. Engagement is the ultimate tool for feedback. Because in engagement, resides respect, safety, and compassion. Now, the end of the 2019-2020 school year felt a little different. There were so many variables out of our control as teachers. Just to name a few: Online learning, technology, fear and trauma associated with being quarantined, illness, racial and social disparities, homelessness, students with disabilities and ELLs facing learning from home, and more. Finally, with the protesting in response to the murder of George Floyd, Breonna Taylor, and more, and the inability to talk about these issues face-to-face, my survey felt superficial. I knew what didn’t go right. But, I knew that the key was to still ask my students what they thought because their opinions matter. I finally got the courage up to look at their responses from the end of the year. This post is a report of my findings of perceptions as to me as a teacher, evaluations of face-to-face learning and online learning, and their overall journeys with their own reading this year. It is important to note that you will see 68 responses to my survey. I had 140 students this year, but the variables of online learning that made connecting with all students difficult, also presented a barrier to administering an end-of-year survey where all voices were heard. This is feedback in and of itself.

I feel like I would normally be starting this post with what it feels like to finally be in summer. it’s official. Writing camp at Western Michigan University wrapped up last week, and I started to work on the anthology this week with a renewed sense of feeling (more) free from obligations. While I always stay busy, summer is a freedom of sorts from time. However, this year has been so different. We had five weeks off in between schools closing down and starting online learning. We then ran through online learning at a sprinting pace, and June hit all of a sudden before I could even register that I wouldn’t be able to say goodbye to my students. I can’t honestly say the number of Google Meets I have been on since April. I miss my classroom. I miss my students. Now, it’s July. I am just as tired. I feel just as drained. However, I am wondering if it is for other reasons than the weird way the school year ended.

I think I am exhausted because I was not feeding my own creativity and growth in terms of reading and writing during the time of online learning. I felt so frustrated with online learning and the systems and processes in place that I realized that my own goals in terms of creativity just weren’t there. So, after figuring this out about myself, I made July’s plan-with-me post a mid-year check-in review and inventory of where I am at in terms of goals, habits, and dreams. This post outlines how I set up my productivity pages for the month of July, and it also includes how I am doing a mid-year check-in. If you want to also do a mid-year check-in, follow along with the prompts. I hear so many people in the teaching profession and in my own personal life saying that they have “given up on 2020” and “I am already looking forward to 2021.” We have this time, and I know that living in the present moment has been the necessary water my life garden has needed for each phase of my life.

Let’s grow in July.

In the midst of everything lately, I have become laser-focused on the concept of my own comfort zone. This is not just a boundary of physical space, but also a mental periphery of my privilege that extends beyond the tone and color of my skin, my socioeconomic status, my personal education, access to resources and networks, and my formative years of experience. As a teacher, I have been thinking about the status of things that I have grown comfortable with for a long while. Because in my classroom, I am all things comfortable. I own that space because I have made it mine. I have filled it with two cups of love, one cup of understanding, a heaping mound of constantly learning new strategies and resources, and a dash of a look across the room that can say “Please, don’t try that same stuff with me today.” My classroom is where I often feel the most like me.

However, I wonder if that comfort zone is just a thing in my mind I have created to develop a sense of mastery. I am reminded in this process that there is no mastery when it comes to being an ally to my students who are Black, indigenous and people of color. There is only fighting against the comfort zone. While there are many things I disagree with about the system of education and my role as an educator, I have spent 10 years teaching and not much has changed.

On Monday this past week, I walked outside to let the dog out and stretch and was met with the following scene: the clearest blue sky, bright sunbeams, fresh morning air at the just-right temperature, birds chirping, and leaves fluttering. The grass beneath my feet was almost glowing. It was the kind of morning that makes you feel alive and ready to face the day. And what a time right now to need to feel alive. I have found myself looking for the “blue skies” in everything right now. Seeking positivity in the people and places around me.

With the murder of George Floyd on May 25, and the protests following the outcry in response to his murder, Breonna Taylor’s murder on March 13, Ahmaud Arbery’s murder on February 23, and countless others, the days of the first week of June have blurred together. The time has been spent watching the news, talking to friends and colleagues, and seeking answers within myself and the world around me. Black lives matter. As an educator, the fight within our classrooms to hold discussions, talk about books and resources, secure funding for materials, and to help facilitate conversations on the district-level have always been a continual journey. The journey continues. I am hoping with relentless action and voice, teachers can help make the changes needed in our country and classrooms.

In the month of June, I am holding on to blue skies to ground me where I am in the present moment. The here and now. This post contains all of my layouts-include monthly and weekly spreads-for the month of June.

Distance or online learning creates the opportunity for teachers to learn new ways to approach students. I have always loved educational technology, and I have to admit, getting excited about learning how to screencast, edit videos, and use technology to meet with students has been good for my student-soul. I created a video tutorial for how to create a journal vision board, put music to the background, and transitions, and you would have thought I was the next coder to grab a hold of a mouse and keyboard. It is a powerful thing to keep learning. And while we must remain open and shift our mindsets to remaining positive during school closures, the most powerful and important tool I have right now in my teacher bag is the student journaling assignment.