Module Four
Application
Wishing you well...
In groups, each 2nd and 3rd year teacher
will offer one to two tips or advice.Then first
year teachers should choose one or two
items that particularly resonate with them.
They will then share this advice with
The group and explain its meaning to them
personally.
Slide 2
Identifying Stressors
Step One:
Write an exhaustive list of at least 15-20
items that require your attention. Once
this list is created, identify the 5 most
potent items from your list.
Write one stressor on each of the five sticky
notes provided.
Slide 3
Identifying Stressors
Step Two:
Share your top five stressors in your small
group. As a group, attempt to categorize
these stressors on your table. Be prepared
to share your small group categories with
the entire group.
Slide 4
Identifying Stressors
Step Two Continued:
Whole group share. As a whole group,
create a larger affinity diagram or tree map
and transfer your small group’s sticky
notes to the larger map.
Slide 5
Strategies for Coping with Stressors
Step Three:
As a small group discuss the resulting
whole group diagram. Which
stressors/categories pervade our lives
outside of instruction. In your small
groups, identify coping strategies that you
use to work through some of these
identified stressors.
Slide 6
Prioritizing Stressors
Step 4
● Now that you have had time to discuss some of the
stressors adding to your “lifeload,” take a moment to
prioritize your list using the Now, Soon, Later Handout.
● Which stressors fall under the headings Now, Soon,
Later? …meaning that you will make time now, soon, or
later to work through these stressors.
● Which strategies will you employ to work through the
stressors identified as Now on your chart?
Slide 7
Teacher Toolbox
On your table you will find a Teacher
Toolbox prepaired by your lead teachers.
Examine the contents of the Toolbox to see
if you have included these “strategies” as
ways of working through your stressors!
Slide 8
Stressors in the Classroom
After reading through the case study provided...
1. Share with your group members items that you would
identify as classroom stressors within the case study
2. Identify some of the changes, resources, support
mechanisms that the case study teacher might have
utilized.
3. Make a list of your own classroom-based stressors.
Slide 9
Grant Funding Resources
• Donorschoose.org
• Bright Ideas Grant –
http://www.ncbrightideas.com/
• Clinton Area Foundation for Education
CAFE
Slide 10
• All images copyright “Microsoft Clip Art
Gallery”. All rights reserved.
BT Matters is a grant program made possible by:
• The Institute for Emerging Issues
http://iei.ncus.edu
• NC State Employees Credit Union
http://www.ncsecu.org
Slide 11