Know When to Say "NO"

You have to learn when and how to say no. You can only do what you can do, and what you can do is always limited by the time available. Effective administrators manage expectations within this reality. Unfortunately, though, many school boards and administrators are all too happy to keep writing checks on your 168 without regard to the impact on the rest of your life. In my last 6 years of teaching, I managed four preps (different courses) and found I was routinely spending 55 to 60 hours a week on my school work.  That equates to one and a half work weeks against a forty hour standard and it left limited time for non-work activities.  My administrators were quite busy managing their own 168’s so they did not spend a lot of time in my classroom. In effect, they “kind of knew” what I had on my plate, but in reality they did not. They had some blind spots simply because their roles required a broader view that often limited their depth of vision. Good ideas and new tasks ranging from curriculum work to mundane housekeeping chores never stopped coming.   Many of the remaining topics in this podcast series will focus on those.   Most teachers start each week knowing that time will run out before the tasks.  So take off your superhero cape and focus on how you plan to create your healthy balance.  You will be a better teacher for your students when you do.

Saying no has two levels. On level one, you have to say no to yourself regarding your activities for school.  You may have a great idea for a great lesson plan but it will take more time to plan, execute, or evaluate than you have time available.  You may have a favorite activity that is fun but not necessarily well focused for your objectives or students needs.  You may have a pretty good lesson plan from another teacher that you feel compelled to “improve” for no reason other than your own personal preference. You may have some very crafty students who pride themselves for being able to pull a teacher off task to chase some ideas down a rabbit hole. Each of these present an opportunity for you to say no within your own classroom, three of them to yourself!  You need to address these opportunities for “no” before you focus your “no” outside your classroom.

There will be times though that you must say no to the boss. There are two circumstances where this might be necessary. First, do not be “one of those students” who signs him or herself up for every new activity that comes along.  As a new teacher, limit yourself , if you can, regarding clubs, committees, and similar pursuits.  Pick one if you wish, but be prepared to write that check from your 168 if you do. A simple “thank you for asking, but I need to get settled into my new teaching responsibilities before I take on to much extra” would be a great response when you are recruited.  In the military, most recount hearing that great wisdom -  “don’t volunteer for anything”.   

There are times, though, when you simply must tell the boss that if a new task is levied, something will not get done. When you do, follow these simple rules.  First, give yourself time to reflect and get a good night’s sleep. Second, have your 168 ready.  Third, make sure you have said “no” to yourself and students consistent with your class objectives.  Fourth, talk to your mentor as there might be a forum available to solve such an issue collaboratively without simply rebelling.  Fifth, don’t put your boss on the spot in a public forum. Quiet meetings work better. Part of this rule also involves honoring your boss’s prerogative for setting priorities.  That means he or she gets to determine the task you drop.  Lastly, if you find yourself in a situation where your school or district has a culture for writing additional checks on your 168 as if your time was an unlimited resource, recognize that your district’s culture, not teaching, is the problem. In that case, endure the school year, update your resume, and vote with your feet. Bad bosses, toxic cultures, and impossible circumstances exist and you should always remain flexible enough to look for a better teaching opportunity if you must.

Finally, there are some other imperatives you will ignore at your own risk.  Acknowledge that If you are not willing to spend some time outside of contact hours for teaching, you will most likely not be a very effective teacher. You will spend at least 50 or more hours a week doing teacher work. Most teachers do not get overtime for those extra hours. It is the nature of the job and your teacher education programs should have prepared you for this reality.  When you find yourself spending more than 50 hours on the job, you should be looking hard at your 168 and how you might adapt your practices.  You cannot balance your 168 checkbook by robbing sleep. Neglect your physical fitness at your own short and long term risk. Some recent college graduates may need to leave the party life behind.  A teacher with no other interests or outlets usually makes a pretty dull teacher.  Family and friends matter and we make them matter by making time for them. Pay yourself first by carving out time for priorities not associated with work.  Manage your 168. Don’t let it manage you.