When I was their teacher, I never shared my social media accounts or phone number with my students, even though they asked me countless times. I knew some teachers did, but my answer was always the same: Once you graduate, we can stay in touch. Until then, we communicated through official channels, such as school email and other educational platforms.

And that’s exactly what happened. After graduating, some of my former students sent me follow requests on Instagram. Of course, I accepted them. From time to time, we exchanged messages, wished each other luck with exams, and shared little updates about our lives.

Then, this September, one of my former students was accepted into university. She is now preparing to become a teacher herself. I immediately sent her a message, and we agreed to meet for coffee and cake at one of the most beautiful cafés in our town. The fact that she wanted to meet me was already rewarding enough.

Sometimes, I forget just how much of a role we can play in our students’ lives. Not every student, of course. We cannot change everyone’s life, nor should we expect to. But for some students, we might make a difference that lasts far beyond the classroom. Just thinking about that gives me goosebumps. We really are role models, even when we don't realise it.

We had a whale of a time together. We talked, laughed, drank coffee, and ate cake. For a little while, I forgot how many years had passed and simply enjoyed reconnecting with someone who had once sat in my classroom. But there’s something she told me that I want to share with you.

She said she hoped that one day she would be as well-prepared and passionate as I had been when I taught her years ago.

Sometimes, our students see things in us that we fail to see in ourselves. Sometimes, they remind us of the impact we’ve had on their lives just when we need that reminder the most. And sometimes, the recognition we long for doesn't come from our managers, our colleagues, or a formal evaluation. It comes from a former student, over a cup of coffee and a slice of cake.

Perhaps that’s one of the beautiful things about teaching: we may never fully realise the difference we make while we’re making it. We teach, we encourage, we prepare lessons, we worry, and we do our best. Then, years later, a former student sits across from us and tells us that something we did mattered.

And suddenly, we see our work from a different perspective.

• Get everything ready. Check the exam instructions carefully: your ID, pens, pencils, arrival time, and exam location.

• Prepare your outfit. Choose your clothes the night before so you don’t waste time or panic in the morning.

• Go for a walk. Fresh air and a little physical activity can help you relax and clear your mind.

• Eat well. Choose balanced meals and drink enough water to keep your body and mind energised.

• Sleep well. Get a good night’s sleep so you feel rested, calm, and focused on exam day.

Bonus tip: Make sure you stick to your usual daily routine on exam day. If you normally read the newspaper, do that! For example, I enjoy my coffee while doing my makeup. I absolutely adore that little moment in the morning. Remember, the morning of the exam should be as stress-free as possible. You’ve prepared, you’ve practised, and now it’s time to trust yourself. You can do it! Believe in yourself, stay focused, check your work, and do your best!

And let’s not forget something precious: a message from the teacher. A few kind words of encouragement can make a real difference, calm their worries, boost their confidence, and give them wings to fly! Sometimes, a simple “You can do it!” is exactly what a student needs to hear.

Good luck to all our students!

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I recently heard on a podcast that taking a few days off every two or three months can help prevent burnout. Honestly? I couldn’t agree more!

So, where did I go? Geneva, Switzerland, followed by three amazing days in Chamonix, France. Mountains and nature are my kind of therapy. Chamonix is one of my favourite places on Earth: wonderful people, breathtaking views, and delicious food. We even went up to Aiguille du Midi, at 3,842 metres, to admire Mont Blanc. And standing up there, surrounded by that incredible landscape, I was reminded of something important: life is too beautiful to spend all of it feeling exhausted. We need time to rest, explore, get inspired, and simply live.

Of course, the teacher in me couldn’t switch off completely! I was already thinking about how I could turn this experience into a lesson for my students. Because inspiration really is everywhere, isn’t it?

I’m writing this on my way to Annecy, another beautiful place we visited. And honestly? I’m so glad I gave myself this break.

What about you? What do you do when you feel exhausted and need to recharge? Tell me in the comments!

I’ll leave you with my favourite picture from my trip.

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So I found True Spirit on Netflix. It is based on the true story of a teenager who sails around the world on her own. And then, as teachers often do, I made a terrible mistake. I started thinking about my students. Because apparently, even during our free time, the teacher brain never really switches off.

What can I do with this film in class? And just like that, my relaxing Sunday became lesson-planning time. The idea was simple: turn the film into a reading, speaking and listening lesson for my 5th graders.

The lesson started with a warm-up discussion about movies. Then we read an autobiography, A Journey Across the Indian Ocean. We watched the trailer for True Spirit. And finally, we watched the movie. Yes, there was popcorn. It was a movie lesson, after all. But something unexpected happened. The lesson turned into a reading club.

The students loved the book. They loved the movie. They loved talking about the characters, the challenges and the idea of doing something that seems impossible.

And then they started asking: “When are we going to read another book?” “When can we watch another movie?” Some of them even watched the movie again at home with their parents. Mission accomplished.

Did I get to relax that Sunday? Not really.

But I did get an idea that became a lesson, a reading experience and, most importantly, something my students genuinely wanted to continue. Sometimes the best lesson plans start when we are not planning lessons at all. And sometimes a movie is much more than a movie. It can be a book. It can be a conversation. It can be a lesson. It can even become a reading club.

Now I’m looking for the next one. What movies have you watched with your students? Leave your ideas in the comments. I’d love to add some new titles to my teacher watchlist!

If you’re interested in the full lesson plan and handouts, let me know. I might share them in a future post.

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While Halloween has a long history, today many people enjoy it as an opportunity to decorate, dress up, play games, and go trick-or-treating. Of course, it is not a celebration for everyone, and I think we should always think carefully before organizing Halloween activities for children and students.

I have to admit that, in the past, I used to celebrate Halloween with my students. These days, I have decided not to celebrate it anymore. However, there are still plenty of Halloween-themed activities that can be used in the classroom simply as fun, seasonal activities.

Here are a few ideas, depending on the age of your students.

Primary students

Crafts are always a good idea! Bookmarks are probably my favourite. They are simple, useful, and children can get creative with them.

If crafts are not your thing, there are plenty of other options: mazes, dot-to-dot activities, colouring pages, wordsearches, simple Halloween vocabulary games

Sometimes, a quiet colouring activity is all you need for a fun lesson.

Secondary students

With older students, I would go for activities that involve more interaction and speaking.

Try: Find Someone Who... – Find someone who can laugh like a monster! Halloween: Roll a Story – students roll the dice and build a spooky story together. Escape the Haunted House – a simple classroom escape game with clues, puzzles, and challenges. These activities can be easily adapted to different English levels.

High school students

For high school students, I would take the opportunity to have a little more discussion. One idea is “Boo! Let’s Debate!”

You could give students questions such as: Should schools celebrate Halloween? Is Halloween fun or unnecessary? Should children be allowed to go trick-or-treating? Is Halloween too commercial? It can be a great way to practise expressing opinions, agreeing and disagreeing, and giving reasons.

What about you? Do you organize Halloween activities at your school? I’m curious to know what you do with your students. Let’s share ideas in the comments! Happy teaching!

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They know they have a test coming up, so they open their books. They read the same page several times. They highlight almost everything. They spend hours at their desk, but somehow, very little stays with them. Then they become frustrated and conclude that they are “bad at learning”. A few years ago, I decided that perhaps we, as teachers, should not only teach our subjects. We should also teach our students how to learn. So, I organised a workshop called “To Study how to study.”

The idea immediately caught their attention. They were curious. What exactly were we going to do? Was it going to be another lesson? Were they going to have to take notes? I had 18 students in the room that day. I welcomed them with lo-fi music playing quietly in the background and started with something simple and fun. We began with a “Never Have I Ever...” activity, but with a school twist: “Never have I ever forgotten to do my homework.” “Never have I ever studied for a test the night before.” “Never have I ever spent more time looking at my phone than at my textbook.”" Suddenly, they were laughing and looking around the room. They realised that they were not alone. This was important. Before teaching them strategies, I wanted them to understand that struggling with studying is something many students experience.

Then I told them what they would discover by the end of the workshop: what kind of learner they tend to be; practical tips and tricks for learning more effectively; why we learn and how learning can become easier; how our environment can influence our concentration; how to organise our time and avoid last-minute stress; and, most importantly, how to take care of ourselves while learning.

They were hooked.

We started with a short quiz designed to get them thinking about how they prefer to learn. We talked about different learning preferences, such as visual, auditory and kinaesthetic learning.

Rather than presenting these categories as fixed labels, I encouraged them to see them as clues about the ways they might enjoy processing information. Some students prefer diagrams, colours and images. Others remember things better when they hear an explanation or talk about an idea. Some need to move, practise, experiment or actually do something in order to make sense of it. Then I showed them a photograph of a desk. It was actually my desk, but they did not know that. I asked them to look carefully and guess what kind of learner the person who used that desk might be. There were colours, notebooks, visual reminders and different materials on the desk. They made their guesses and, yes, they were surprisingly accurate!

This led naturally to our next discussion: the space where we study matters. We talked about what makes a good study environment. It does not have to be perfect or Instagram-worthy. It simply needs to work for you. A study space should ideally be: organised and reasonably tidy, free from unnecessary distractions, comfortable, equipped with the materials you need; and, ideally, a place that makes you feel good.

And then we talked about another question students often ask: When is the best time to study? The answer is simple: there is no single perfect time for everyone. Some people are more focused in the morning. Others come alive in the evening. The important thing is to discover when you are most alert and try to use that time wisely. Of course, knowing when and where to study is not enough. We also need to learn how to stay focused. This can be particularly difficult today, when our phones are constantly competing for our attention. So I challenged my students to experiment. Could they study for a certain amount of time without checking their phones? Could they put their phone in another room?Could they turn off notifications?

The important thing is not to expect ourselves to concentrate endlessly. We all need breaks. What matters is learning to work with our attention rather than constantly fighting against it.

One of the most important ideas we discussed was the value of regular revision. Students often wait until the day before a test and then try to learn everything at once. This creates enormous pressure. Instead, I encouraged them to study a little every day or, at least, to revise regularly during the week. Even a short revision session can help bring back what was learned in the previous lesson. It also makes the next study session easier because the information is already familiar. And, perhaps most importantly, regular study means less panic.

I also introduced them to two simple organisational tools: a wall planner and a to-do list. These may seem basic, but they can make a huge difference. Writing down what needs to be done helps students see the bigger picture. They can break large tasks into smaller ones, prioritise, tick things off and actually see their progress. And there is another benefit: organisation creates space for free time. When students know what they have to do and when they are going to do it, they can enjoy their free time without constantly thinking, “I should be studying.”

Perhaps the most important part of the workshop was not about studying at all.It was about taking care of yourself. We talked about sleep, healthy food, drinking enough water and being physically active. We talked about the effect that too many sugary drinks and too much junk food can have on our energy and concentration.

I wanted them to understand that learning does not happen in isolation from the rest of our lives. A tired, hungry, dehydrated and stressed student will probably struggle to concentrate, no matter how beautiful their notes are or how expensive their stationery is. Taking care of yourself is not a waste of study time. It is part of learning.

At the end of the workshop, I gave them a thought to take home: “I am doing this for me.” Not for the teacher. Not only for their parents. Not because someone told them they had to.

Learning is something they are doing for themselves for their future, their confidence, their independence and the opportunities they will have later in life. I wanted them to see studying not as a punishment, but as an investment in themselves.

To finish the workshop, I shared the story of the Williams sisters. Two girls from Compton, California, who became two of the greatest tennis players in the world. Of course, their story is about extraordinary talent. But talent was not the only thing that helped them get there. Their father, Richard Williams, played an important role in their development. He taught them discipline, determination, organisation and perseverance. He believed in them and pushed them to keep working towards their goals. I showed my students the trailer for King Richard - trailer, - making sure that the content was appropriate for their age, and encouraged them to watch the film if they were interested. Their story provided a powerful final message: success is rarely about talent alone. It is also about habits. It is about consistency. It is about getting up when something is difficult and trying again.

I could not possibly end a workshop with teenagers without a game. So, at the end, we played Kahoot! The winners went home with a little goodie bag. And now you are probably wondering: What was inside? Well, that is another story…

The workshop ended, but I hope the message stayed with them. Because teaching students how to study is not simply about helping them get better grades. It is about giving them tools they can use long after they leave our classrooms. As teachers, we spend so much time teaching what students need to know. Perhaps we should spend a little more time teaching them how to learn.

And if we can help them discover that learning is something they can control, organise and improve, then we have taught them something much more valuable than the content of a single lesson. We have taught them a skill for life.

If you have read all the way to the end, I would love to know: Would you be interested in seeing the PowerPoint presentation and the materials I used for the workshop including the contents of the goodie bags?

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So, what do I think? I think teachers need to listen to the conversation, but also trust their professional judgement. Of course, teachers should read the latest studies and stay informed about what research tells us about homework. But they also know their students. They know their classroom, the pace of learning, and when students need more practice or when they simply need a break.

I do believe that most of the important learning can happen in the classroom. There is something special about learning together. The teacher is there to explain something again, to answer questions and to notice when a student needs a different explanation. Students learn from their teacher, from their own mistakes and even from the mistakes of their peers. But there is another side to this. Students need practice. Practice makes progress. Think about how you learned to swim. You practised. How did you learn to play the piano? You practised. How did you learn to drive? Practice, practice, practice.

Learning works in much the same way. Perhaps, then, the question is not simply homework or no homework. It is about finding the right amount of practice, at the right time, for the students in front of us.

Teachers know their students. They know how much is enough and when it becomes too much. So perhaps we should trust the process, trust the classroom, and trust the teachers who know their students best.

So, I’ll leave you with a question: How much homework is enough to help children learn, without taking away from their time to rest, play and simply be children?

Let’s find the answer together. What do you think? Leave a comment and share your thoughts.

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One of the topics I wrote about in a previous article was setting boundaries. Why? Because, among other things, I was trying to avoid that feeling of being teacher tired. But perhaps sometimes you need to explain what a teacher’s day actually looks like before people can understand why the boundaries are necessary in the first place. So, let me describe a normal day in my life as an English teacher.

I wake up at 6:00 a.m. I make coffee, check my phone, do my skincare routine, eat breakfast, get dressed, and around 7:00 I leave home. I get to school at around 7:45. Then the day begins. I check my emails. I print materials. I grade. I have duty. I run from one place to another. At 8:15, my classes start. Different levels. Different groups. Sometimes different buildings. And I don’t really sit down. Not until the first break. Depending on the day, that might be around 12:00 or 1:00.

When that break finally comes, I have about an hour. I eat. I drink my second coffee of the day. I have meetings. I answer emails. I print more materials. I grade more work. And then I start another one or two classes.At around 3:00, I go home. And I am not joking when I say that, sometimes, when I get home, I can’t talk for about two hours. I just stare. And stare. And stare.

When I can, I walk home. Not because I necessarily want the extra steps, but because I need to bring my stress level down somehow. After a full day at school, there is so much noise, movement, decision-making and interaction that walking home becomes a kind of reset.

You might be wondering: Why? What is so exhausting about teaching a few classes?

Well, one class doesn’t simply mean that you walk into a classroom, teach a lesson and walk out. One class can mean 16, 20, 25 or even 30 human beings. And every single one of them is different. They have different personalities. Different abilities. Different needs. Different moods. Different things happening in their lives. So, yes, you teach the lesson. But you also make sure they understand it. You explain again when someone doesn’t. You encourage the student who has decided they can’t do it. You help someone find the confidence to speak. You teach good manners. You solve arguments. You answer questions that have absolutely nothing to do with the lesson. You help someone tie their shoelaces. You calm someone down. And then you do it again.And again. And again. And then you go home and remember that you still have emails to answer, work to grade and lessons to prepare.

Don’t get me wrong. I love being a teacher. I genuinely do. And I think I am a good teacher. And I am incredibly happy when I see students who can’t wait to see me or can’t wait to be in my class. Those moments matter. They are often the reason we keep going.

But how long can we live like this? How long can a person constantly give energy, attention, patience, creativity and emotional support without eventually having nothing left to give? This is why I keep coming back to the idea of boundaries. Not because teachers don’t care. Quite the opposite.

And now, I want to hear from you. Tell me about your day. What does a normal working day look like for you? I’m listening.

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But I recently realized that this habit isn’t sustainable or healthy. After six busy, full days at school, I can’t spend every Sunday doing more work. My stress levels are already high, and I often find myself staring at my computer for at least two hours before I can finally do something for myself or my family.

So, lately, I’ve been trying something different. I keep as many of my good habits as possible, even during the school year.

I still read on Saturday and Sunday mornings. I go out for coffee with a friend. I go for walks. I take weekends off. I travel. I make plans that have nothing to do with school. And I do these things even when I’m behind with work or when I think I’m behind. This doesn’t mean I’m irresponsible or that I don’t care about my students. I do. I make sure they get the best of me.

But I’m also learning that if I don’t lower my stress levels, I won’t be able to keep giving my best for very long. We need to find a balance between doing our work well and actually living our lives.

Maybe the healthy habits shouldn’t be the first things we sacrifice when school gets busy. Maybe they are exactly what helps us get through the busy seasons.

I’ll leave you with a link to a beautiful article by Hustling Tortoise, built around the idea of making our ordinary lives feel important.

Hustling Tortoise

Don’t wait for the weekend. Don’t wait for the holidays. Make your ordinary days matter, too

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Every school year, from the moment children first join school, we establish classroom routines. We teach them where to put their things, how to organise their desks, when to speak, how to wait their turn, and how to move from one activity to another.

But why is routine so important? Because routine is not simply about repetition. It is about developing skills for life.

Think about being on time. At school, students learn that they need to arrive on time for class. It may seem like a small thing, but later in life, being on time can mean arriving at an important meeting, getting to work on time, or making it to the airport before a flight.

Organisation is another example. At school, we ask students to keep their desks, books, lockers, and materials organised. Why? Because being organised helps us manage life. It can help us remember a deadline, find something when we need it, or remember to pay a bill.

And what about waiting in line? We do it every day at school. We wait for our turn to enter a room, get something, or take part in an activity. It might feel like an ordinary classroom routine, but it teaches patience and respect.

The same is true when we ask students to wait their turn to speak. Learning not to interrupt is more than a classroom rule. It is a skill they will use throughout their lives. Being patient while someone else is speaking helps us have better conversations, listen to others, and show respect.

These are not just school routines. They are life skills.

When we think about education, we often think about what children need to know: reading, writing, mathematics, science, languages, and so on. Of course, all of these are important. BUT we also want our children and students to be ready for life. And sometimes, being ready for life starts with the simplest things: being on time, staying organised, waiting patiently, listening, taking responsibility, and respecting others.

This is why classroom routines matter. Every small routine has a purpose. Every repeated action can help develop a skill that students will carry with them beyond the classroom.

And this is where teachers and parents can support each other. Teachers establish routines at school, but children also benefit when they experience simple, consistent routines at home. Getting ready on time, putting things back where they belong, keeping personal spaces organised, and learning to wait and listen are all valuable habits.

It doesn’t have to be complicated. We don’t need perfect homes, perfect classrooms, or perfect children. But messy doesn’t always mean good, and having no routine doesn’t necessarily mean having freedom.

So, let’s keep the routines simple. Let’s keep teaching the things that are useful and important for life. And let’s remember that the small things we practise every day can become big skills tomorrow.

I’m leaving a link below to another article from The Teaching Journal that you may find interesting. It looks at the importance of the teacher–parent team and how we can support each other in helping our children succeed. Education works best when we work together.

It takes more than a classroom

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What is a Blue Sunday? It’s that feeling you get when you suddenly remember that Monday is tomorrow. You’re already stressed about the week ahead, thinking about everything you have to do, all the lessons you need to prepare, all the things that might go wrong and suddenly, you can’t enjoy your Sunday evening anymore.

It’s not a pleasant feeling. And, unfortunately, it’s a very familiar one for teachers.

So, what can we do about it?

I’ve tried different things, but there is one thought that works for me every single time. I think about that child who tells me from time to time: “You’re my favourite teacher.” Ahhh. I know what some of you are thinking. That’s quite a reason to endure the rest! And you’re right. It is.

But if you don’t immediately have a particular student in mind, I’m sure there is one in your classroom who can’t wait for your next lesson. Maybe it’s the student who always has something to tell you. Maybe it’s the one who lights up when you walk into the classroom. Maybe it’s the quiet student who doesn’t say much, but you know your lessons matter to them. Think of that student.

A wise teacher trainer once told me: “If you reached one student, your job is done that day.” And it’s so true. We can’t reach all of our students. Let’s be honest, it’s impossible.

Some days, a lesson will go wonderfully for one group and terribly for another. Some students will be engaged, while others will be completely somewhere else. Some will remember what you taught them, and some will forget it before they even leave the classroom. And that’s okay.

We don’t have to reach everyone every single day. But we can mean so much to some of them.

So, when Sunday evening comes and that Blue Sunday feeling starts creeping in, perhaps we should remind ourselves of that.

And then … stop thinking about the to-do list. The week will come whether you worry about it on Sunday or not. Your emails will still be there on Monday. Your lesson plans will still need to be written. Your pile of work will still be waiting.

But Sunday evening is happening right now and you don’t get it back. So go for a walk. Read a book. Write something for your blog, like I’m doing right now. Meet some friends. Bake something. Watch a football match. Enjoy your Sunday.

Because perhaps the secret to surviving the 36 Blue Sundays isn’t finding a way to stop Monday from coming. It’s learning not to let Monday steal Sunday.

And if, at the end of the day, you remember that there is at least one student who is genuinely happy that you are their teacher, perhaps Monday doesn’t seem quite so bad after all. 36 weeks. 36 Sundays.

Let’s try to enjoy as many of them as we can.

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But what is wellbeing? A simple definition is “the state of being comfortable, healthy and happy.” So, can I really be comfortable, healthy and happy if I keep saying yes to everything that comes my way? I have been thinking about this a lot lately.

This weekend, I had the opportunity to attend a conference for English teachers, and I am so grateful that I got to listen to so many inspiring international trainers. One of them spoke about wellbeing and introduced us to something I had never heard of before: PERMA+. What does PERMA+ mean?

P – Positive emotions: joy, pride, happiness.

E – Engagement: being completely absorbed in a task.

R – Relationships: having positive social connections with others.

M – Meaning: making sense of our actions and our lives.

A – Accomplishment: having a sense of success and recognition.

+ – The basics: nutrition, physical activity, sleep and optimism.

How many of these can you tick? Maybe take a moment to reflect. Are you looking after yourself, or are you constantly saying yes, even when you really want to say no?

As teachers, we spend so much of our time caring for others: our students, our colleagues, our families. But we cannot pour from an empty cup.

Setting boundaries is not selfish. It is not about caring less. It is about making sure we have enough energy, health and happiness to continue caring for the people who matter to us. If teacher wellbeing is something you would like to explore further, I highly recommend Cultivating Teacher Wellbeing.

Cultivating Teacher Wellbeing

Reflect and share in the comments. I would love to hear from you.

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We give it and receive it almost every single day, often without even thinking about it.

We go to a restaurant and comment on the food, the service, the location, or the atmosphere. We stay in a hotel and rate the room, the breakfast, the staff, or the overall experience. We visit the dentist and, sooner or later, we have something to say about the service.

And then we go to school. Surprise! We give feedback there too.

As teachers, feedback is part of what we do. We give feedback to our students, of course, but also to our colleagues, our management teams, and sometimes to parents. In many ways, feedback has become part of the language of everyday life. But there is an important difference.

When we review a restaurant, the feedback might help someone choose where to eat next time. When we give feedback to a student, however, our words can influence how they see themselves as learners. That makes our feedback much more important.

So, how do we give good feedback to our students?

Be specific

“Good job!” feels nice, but it doesn’t tell a student much. Instead, tell them what was good: “You explained your idea clearly and used a great example” gives the student something concrete to recognise and repeat. The same applies to mistakes. Instead of “This is wrong,” try to point to the exact part that needs attention.

Be specific about what worked and what needs to change.

Make it useful

Feedback should have a purpose. It should help students know what to do next. If we simply point out every mistake, students may end up with a page full of corrections, but no idea how to improve.

Ask yourself: “What can this student do with my feedback?” Sometimes one clear suggestion is more valuable than ten corrections.

Talk about the work, not the person

There is a big difference between saying, “You are very good at writing” and “Your introduction really catches the reader’s attention.” The first one describes the student. The second one describes something they have done.

This matters because students are still developing their confidence and their understanding of what they can do. Let’s focus our feedback on the work, the choices and the strategies, rather than labelling the student.

In the end, good feedback should not simply tell students how they did. It should help them understand what they can do next.

Last but not least…leave a little message

Feedback doesn’t always have to be long. I still remember the feedback I received as a student from my English teacher: a simple 😊 and the words, “Keep working hard.” It meant the world to me.

Sometimes, a short message like “I enjoyed reading this,” “I can see your effort,” or even a ⭐ can make a real difference. These little messages remind students: “I see your work. I see your effort. Keep going.”

A smiley can’t replace useful feedback, but it can make feedback feel more personal and encouraging. So, before you finish, ask yourself: If I were the student receiving this feedback, would I feel encouraged to keep learning?

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I had so many plans for the summer, and, honestly, I didn’t manage to do half of them. But that’s okay. Summer was still a good time to rest, recharge, find inspiration and slowly get ready for another year.

And then… the routine changes again. So, what do we do at the weekend when we’re teachers? Let me tell you about mine.

• Thursday

In my country, we have a funny expression: “Little Friday”. It basically means that on Thursday evening, we start behaving as if the weekend has already arrived. So, yes, sometimes the weekend starts on Thursday.

• Friday

Friday is usually about dragging myself to school and finishing everything that needs to be done. Notes to parents. Grading. Planning. Catching up with colleagues and, of course, chatting with my besties. By the time I leave school, I’m usually ready for a change of scenery.

• Saturday

For me, Saturday morning is still a working morning. I might write for my blog, plan lessons for the following week or simply catch up on things I didn’t manage to finish during the week. But Saturday afternoon is mine. I go out for a coffee, preferably somewhere with a nice terrace. I do a little shopping, watch a movie or read a book. And sometimes, I go to the theatre. I absolutely love going to see a play. There is something special about sitting in a theatre and completely forgetting about school for a couple of hours.

• Sunday

Sunday is a little different. Planning, planning, grading, grading.

And then I have to go for a walk because, after hours of staring at lesson plans and piles of work, I start feeling completely dizzy. But then comes that moment.

After 6 p.m. That’s when the “Oh no… tomorrow is Monday” feeling usually kicks in. So I have a few ways of dealing with it. I bake something. I put on some vinyl music. I watch a movie. And I remind myself that routines are important, but so is making space for the little things that make us happy.

Teaching can easily take over everything: our time, our thoughts, even our weekends. But life is happening outside the classroom too. We need to make sure we are not only working through life, but actually living it.

A coffee on a terrace. A good book. A walk. A play. Music playing in the background. Something baking in the oven. The little things matter.

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I do believe that the way we dress matters. As teachers, yes, but not only as teachers. What we wear can influence how we feel, how confident we are, and sometimes even how ready we feel to face whatever the day decides to throw at us.

And believe me, teachers need clothes that can keep up with them. Let me give you a little context.

Teachers wake up very early in the morning. We leave home at roughly the same time as construction workers, and this is absolutely not a joke. It means very, very early. We need to be fresh, awake and ready before 8 o’clock. Then the day starts. We stand for hours. We climb stairs. We run. We bend down. We pick things up. We carry things around. We move from one classroom to another. We are constantly doing something. And sometimes, we even tie up shoes. If you know, you know. This is where clothes kick in.

Of course, they need to be comfortable. They need to be good quality. They need to allow us to move. And, of course, they should reflect our personal style. But I think they can do something else, too. They can give us power. I don’t mean power in a dramatic fashion superhero kind of way. I mean that little boost you get when you look in the mirror before leaving home and think: Yes. I’ve got this.

Going back to the quote, I genuinely believe that I can get through a busy, difficult day more easily if I am wearing the right clothes.

So, let me tell you about my teacher OOTD

My teacher wardrobe has a few non-negotiables. The shirt is never missing from my wardrobe. My favourite is definitely the white shirt. I love the way it looks, the simplicity of it, and how easy it is to style. But I also wear navy and black shirts. They are classic, versatile and perfect for creating different looks without spending half my morning wondering what to wear. Because, honestly, mornings are already complicated enough.

The wide-leg, high-waisted jeans and trousers are comfortable, easy to move in and still look polished. And movement is important when you’re a teacher. I don’t want to spend my day thinking about whether I can sit on the floor, bend down, run across the playground or climb three flights of stairs without my clothes becoming a problem. My clothes need to work with me, not against me.

Trainers are essential. A teacher can walk an impressive number of kilometres without ever actually leaving school. Classroom. Corridor. Staff room. Playground. Office. Another classroom. Upstairs. Downstairs. Repeat.

In winter, I switch to boots. They keep me warm, they are practical and, depending on the outfit, they can make everything look a little more polished.

And then there is the blazer. I adore it. A blazer is one of those pieces that can instantly change an outfit. White shirt? Add a blazer. T-shirt and jeans? Add a blazer. Simple outfit that needs something extra? You guessed it: blazer. It makes me feel ready to walk into a meeting, stand in front of a class, talk to parents or deal with whatever unexpected situation the school day has prepared for me. Sometimes, a blazer is basically wearable confidence.

One of the things I love about having a wardrobe that works for me is that I feel ready for almost anything. A day in the classroom? Ready. A staff meeting? Ready. A parents’ meeting? Ready. A field trip? Ready. A duty day? Ready.

And here’s another important detail that we sometimes forget: teachers have a life after school. We leave school and sometimes we have places to go, people to see and things to do. Maybe I have a doctor’s appointment. Maybe I have to run errands. Maybe I am meeting a friend. Maybe I have dinner plans.

I don’t want to feel as though I have been wearing a costume called Teacher all day and now need to completely change into myself. That is what I think a good teacher wardrobe should do.

This isn’t an article about having the perfect wardrobe. It isn’t about expensive clothes, following every trend or looking perfect every single morning. It’s about finding clothes that make you feel good. Clothes that are comfortable enough for the classroom. Good enough to survive the day. Stylish enough to reflect your personality.

And I’ve added a few pictures below to show you what my teacher OOTD looks like in real life because sometimes an outfit is much easier to explain when you can actually see it.

Our main objective on the first day shouldn’t be to make progress through the textbook. Progress will come if students learn because they enjoy your lessons, feel safe making mistakes, and genuinely want to be there.

This is why get-to-know-you activities and icebreakers are so important.

Here are three simple ideas you can try on the first day or during the first week of school.

The Toilet Paper Icebreaker

Funny name, I know. I’m still deciding whether to call it the Tissues Icebreaker instead! Here’s how it works: Pass a roll of … around the classroom and tell students to take as much as they want. Don’t explain why. This is important. Let them wonder what on earth you’re doing. Once everyone has some, reveal the rule: for every piece they took, they have to tell the class one thing about themselves.

You could also add different challenges for example, one piece = one fact, two pieces = a fact and a question for a classmate, three pieces = a fact, something they like and something they want to learn.

You can even bring this activity back later in the school year.

For younger or lower-level learners, sentence starters can make things easier: My name is...; I like / I don’t like...; I can / I can’t...

For more advanced students, try prompts that encourage a little more conversation: Something I could talk about for hours is...; If I could travel anywhere tomorrow, I would...; One thing on my bucket list is...

The best part? You get to learn a lot about your students without making it feel like an interview.

Sit With Someone Who

This one gets students moving and talking.

Prepare cards with different statements, such as: Loves Maths, has a pet, likes video games, loves reading. Place the cards around the classroom. Students read the cards and choose the statement that matches them best. Then they sit with the people who chose the same card. Once they’re together, give them a few minutes to talk about why they chose it. You can then ask each group to share something they discovered about their classmates.

It’s simple, active, and most importantly it gets them talking to each other.

This or That?

Probably the simplest one of all. Label two sides of the classroom: THIS and THAT. Have students start in the middle or sit in a row. Read out two choices and ask them to move to the side that represents their answer.

For example: Tea or milk? School or holiday? Cats or dogs? Summer or winter? Books or movies? Instagram or TikTok? K-pop or pop?

Whatever activity you choose, don’t forget something that is perhaps more important than the activity itself: Enjoy yourself.

Your students will remember how you made them feel long after they forget the activity you played on the first day.

So, don’t choose an icebreaker just because it’s trending. Choose something you actually like, something that fits your personality and feels natural in your classroom. Because if you’re having fun, there’s a good chance they will too.

Have an amazing school year!

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BUT a teaching career is shaped by more than students and curriculum. It is also shaped by people: mentors, department heads, colleagues, and school leaders who can influence a teacher’s confidence, resilience, and decision to stay in the profession.

In this edition of The Teaching Journal, I speak with P.D., a language teacher, about her first years in education, the mentor who helped shape her career, the importance of supportive leadership, and what she would tell teachers just starting out.

Tell us a little about yourself.

My name is P.D. and I have been working in education for approximately eight years. For four years, I taught English to primary school students, and for the past four years, I have been teaching language and literature at lower secondary level.

What do you remember most about your first year of teaching?

My first year was filled with many adventures: some beautiful and surprising, others best left behind. It taught me how to truly teach, how to listen, how to learn from others, and, most importantly, how to keep learning. In fact, I learned more about teaching during that first year than I had learned throughout my university courses. It was also the year when I discovered whether education was truly the career I wanted. Teaching had not been on my list of ideal careers after university, but the classroom helped me understand what the profession really meant.

Did you ever consider leaving teaching?

Absolutely. There were many moments when I said I would leave education without regret. But there were even more moments that made my heart leap with joy, and those are the moments that kept me here.

At one point, however, I genuinely believed my teaching career was over. I did not feel I was in the right place and struggled to connect with the projects, ideas, and responsibilities expected of me.

Leaving that environment was difficult. There were applications, documents, teaching demonstrations, demanding exams, and failed attempts. Eventually, though, I found a school that gave me something I desperately needed: freedom, trust, and the space to develop my ideas without pressure or outside interference. That experience taught me something important: before giving up on teaching, ask yourself whether it is the profession you dislike or simply the place where you are practising it.

How important has mentorship been in your journey?

Not every new teacher has the privilege of having a mentor, and I believe they should. I was incredibly fortunate to have an outstanding teacher and teacher trainer by my side. She taught me the practical and administrative sides of teaching, but, more importantly, she supported me emotionally and morally.

I still remember her warm smile and gentle voice when I felt overwhelmed, her advice after difficult lessons, her encouragement when I was counting the weeks until the holidays, our jokes about teaching, and her help with lesson plans and portfolios. Those seemingly small moments made a lasting difference.

Should every school provide mentorship for new teachers?

I believe having a mentor or a supportive head of department should be a must in every educational institution. Teaching is the profession that helps build all other professions. A novice teacher should not be expected to navigate it alone. Good guidance can help a new teacher build their career with confidence, optimism, and, eventually, a genuine love for the profession.

What would you tell yourself before your first day of teaching?

“Don’t be so nervous. Little by little, everything will fall into place.”

What advice would you give teachers starting this autumn?

Be kind to yourself. Don’t judge yourself too harshly, and don’t get lost in the paperwork. Focus on the children. And remember that every teacher, regardless of experience, has both exceptional lessons and disastrous ones. One bad lesson does not make you a bad teacher.

What still motivates you to teach?

The children. Every “Aha!”, every “I understand now, Miss!”, every hug, and every gesture of gratitude reminds me why I return to the classroom year after year. Those moments make me want to give my best, every single day.

What We Can Learn From Her Story

A teaching career is rarely shaped by one decision or one perfect school. It is built through difficult first years, failed attempts, unexpected opportunities, and perhaps most importantly, the people who believe in us when we are still learning to believe in ourselves.

Good leadership does more than manage a school. It creates space for teachers to grow. And mentorship should not be considered a luxury for new teachers. It should be part of how schools welcome and support them into the profession.

To every teacher beginning their journey this September: be patient with yourself, find people who support you, focus on your students, and remember that you do not have to be perfect to be a good teacher.

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A new school year is the perfect excuse for a little reset. Here are a few essentials that help me start the year feeling organized, prepared, and most importantly ready.

A reliable memory stick

I save all my teaching materials on a memory stick. Every single year, it comes with me. Drives are useful too, but remember: if everything is saved on a school account and you change schools, you may lose access. A backup drive is also a very good idea. Your teaching materials are worth protecting!

An amazing bag

You need a bag that can carry your teaching life—and make you happy when you look at it. I’ve just ordered a beautiful, fashionable leather one, and I cannot wait to use it. Sometimes, a small upgrade can make a surprisingly big difference.

A new coffee cup

Why a new one? Because my old cup reminds me of some of the difficult days from the last school year. I want a fresh start. New year, new cup, new energy.

A new diary and a new pen

I love starting the year with a blank diary. I use it for everything: things to do, lesson ideas, appointments, reminders, and plans. I prefer a blank one because I can organize it exactly the way that works for me. And, of course, a new diary needs a new pen.

Wired headphones

Yes, I’m going back to the ’90s! I don’t want to worry about charging one more thing. My wired headphones live in my amazing bag, and I trust them. They work. Every time.

Finally, there is one more essential that doesn’t fit in a bag: autumn sunshine

Autumn is such an amazing season. Don’t let a few bad school days ruin it for you. Look outside. Breathe. Enjoy the changing colours, the crisp mornings, the little moments.

Enjoy this amazing world where there are Octobers.

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When I started The Teaching Journal in June, I chose that moment intentionally. If you’re curious why, and what this space is all about, I invite you to visit the About page and explore the articles published so far.

Summer holidays have always been my most creative season. Away from lesson plans, meetings, and deadlines, I finally have the time and mental space to write. During the school year, especially towards the end, I often feel what teachers know so well: teacher tired. It is a very REAL kind of exhaustion.

Building this publication has been a slow but rewarding journey. Every new subscriber and every thoughtful comment reminds me that these articles are reaching people who find them useful, encouraging, or simply reassuring. That is enough to keep me writing.

Then, somewhere between pressing “Publish” and thinking about the next post, I had a surprising realization: summer is exactly ten articles long. Somehow, without planning it, I had written ten pieces before the holidays came to an end.

I couldn’t believe it. Summers seem to get shorter every year. As a child, they felt endless, full of adventures, long afternoons, and the comforting feeling that September was far away. Now they pass in what feels like a heartbeat.

As a new school year begins, I wish you a wonderful year filled with curiosity, growth, and moments that remind you why you chose teaching in the first place.

And as for The Teaching Journal, I hope to keep our conversation going: one article a week. Here’s to another year of learning, reflecting, and growing together.

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It doesn’t.

Being an introvert doesn’t make you a less effective teacher. It simply means that teaching can be more draining. A classroom full of students, constant conversations, and being “on” all day can leave you feeling exhausted, even when you love what you do. The key isn’t to change your personality. It’s to protect your energy.

Balance your working days with genuine downtime. Give yourself permission to recharge in ways that work for you, whether that’s reading, going for a walk, or simply enjoying a quiet evening. It’s also okay to say no to things that add little value to your work or your students’ learning. Not every committee, event, or never-ending meeting deserves your time. Some meetings really could have been an email.

Your students don’t need the loudest teacher in the school. They need a teacher who is present, thoughtful, patient, and authentic. So if you’re an introvert, don’t see it as something to overcome. See it as part of who you are. Your quiet strengths: listening, observing, reflecting, and building meaningful connections are just as valuable in the classroom as confidence and charisma.

There is more than one way to be an excellent teacher. Being an introvert is one of them.

If you're an introverted teacher, or simply someone trying to understand how introversion shapes your work and relationships, this book is well worth reading.

Quiet: The Power of Introverts in a World That Can't Stop Talking

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