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This 8-hour program is an opportunity to reclaim our inspiration. Why did you become an educator? Did you have visions of impacting the future and the lives of your students, watching them making discoveries, and nurturing a love for learning as they also learned to believe in themselves? Or, did you dream of meetings, standards, testing, ridiculous demands, and not being able to pee all day? 

Which is closer to your lived experience? The daily realities of working in education can make us forget why we wanted to be educators. Feeling a lack of control in making decisions for ourselves and our students, adds to our feelings of frustration and overwhelm. What can we do?

We can’t support and be there for our students or our families, if we’ve lost sight of ourselves. Until we regain our own center, we’ll just keep running from fire to fire and putting the blame on the things around us we can’t control or change. What if the real key to rekindling your inspiration for teaching was finding yourself again?

Take a day to unpack everything that has piled up on top of your love for teaching. Learn some techniques that you can use to help remind you to find yourself again when you lose sight of what is truly meaningful to you. MEaning starts with ME. Finding the authentic you can guide you back to being an inspired educator capable of motivating and inspiring your students.  You don’t have to get sucked into all the drama and chaos spinning around you. 


Learning Objectives:

  • Participants will identify what is truly important to them and learn how to connect their unique values to make daily tasks feel more inspiring.
  • Participants will learn why certain behaviors and “symptoms” make sense and how they can learn to create more options for themselves.
  • Participants will learn about how associations are influencing their current reactions and how they can learn to shift their perceptions on past experiences.
  • Participants will explore different regulatory strategies that they can use in the classroom to help them regulate in the midst of challenges.
  • Participants will learn to recognize when they are sabatoging themselves with unrealistic fantasies about situations and relationships.
  • Participants will learn how to use all of this information and understandings to stay connected to themselves in the classroom so they can act as an external regulator for their students.