Here's how you can improve teaching quality and student outcomes through work-life balance.

After 30 years of teaching learning to become self aware of my thinking, my reactions, and learning techniques to control a situation rather than it controlling me, is priceless. All teachers need staff development opportunities to understand their negatives triggers, calming techniques, and ways to shift to calm clear headed thinking and actions. I have become a certified life coach practicing what I preach. I control me.

One thing I found helpful, was not taking assignment projects home to grade. As an art teacher project assignments can be turn on Friday's or if project going well will finish up on Monday. I have brought work home to grade, always found my self rushing to get feedback wrtten for the students, since this hand written, the combo of cursive and typos was more of pain. Once one writes in red ink. Mistakes scream. By leaving work at work and using my planning periods to grade and give feedback. Even if I'm staying after, but realize not all my section have to be graded in the same day. Balance due dates, as well. By doing that help so much information given back to students.

Learn calming techniques. Take deep breaths, visualize yourself in a calm place, be present. When you trigger you are in a negative space. Taking 2 to 3 minutes to shift, breath, shift your mind to a positive place. Bring in the calm, feel good hormones, let stress dissipate.

I try to remove the stress factor from my art classes, because my digital media class AKA yearbook is on a stress level. Where I question my reasoning for being a teacher. I just ended my third year creating a yearbook. This why I remove stress from my other classes, keeping assignment within my wheel house. So if students are have rough patch or made mistake, giving options to understand and or problem solving their mistake to improve their assignment and understanding of the fundamentals. If the student not stressing you should not be stressing. In art it's more than a Explanning, it's a demo, and guiding understanding, which rolls in enabling the student to realize that they are creating and problem solving. This creates a stress free-

Become self aware of your triggers. What does stress feel like in your body? When you feel the stress, STOP, relax, redirect your feelings. You can learn to control you by being self aware and having your go to techniques to calm yourself before you react. How would you feel different if you knew how to control you and redirect to a calm, clear headed space? Learn how.

Providing checklists and success criteria to students allows them to self-check and provide specific feedback to each other. I've found that clearly communicating what proficient work looks like reduces the number of feedback loops required. When I give students tools to self evaluate, I don't have to spend as much time on low-level feedback and requiring re-dos.

Specially in an art class, high school level. With having students that never had art to class to having student's that have advance level of artistic skill. Always start student's at the same level but grade as they processing the information and their individual skills develop. Move their skill level up with each assignment. For each assignment builds towards the next. Having flexibility with students skill level in classroom environment of 9th - 12 grade students with IEP's, and Specialized learning plans. Flexibility is the key to understanding their veiw point, as they work an assignment. Having different types of assignment. I teach an art class but not just a drawing or painting are assigned.

Je ne suis pas d accord.Il faut définir des niveaux et s y tenir.Niveau des enseignants,niveau à attendre après la formation niveau stable dans le temps. Quand en moins de 10 ans le % d a lexique a doublé (10%a20%) démontre que le système est mal adapté.