Educators, feeling the end of quarter stress?

by | Balance for Educators

It’s near the end of the first marking period or grading quarter at most schools.

How are you doing with that? Are you feeling like you’ve got all your ducks in a row or is this an overwhelming time for you?

Back at the beginning of the school year I shared a video about how to tackle all the tasks that are on our to-do lists when we start.

The very same strategy can be used as we reach the busy time of getting all the things done at the end of a marking period so that you can meet your deadlines.

(Want to take another look? Click here!)

Here are some other simple ways I like to manage this time of year:

  • Create a backwards outline from the day grades are due and schedule tasks.
  • Set deadlines for BEFORE the last day of the marking period.
  • Remind myself I don’t need to grade everything & ask myself if all the things I intend to collect are necessary.
  • Plan out my grading days and stick to them.
  • Give students an independent work day to play catch up right along with me. Elementary teachers – how about a choice board with activities they can handle without assistance? A special movie period? Other ideas?
  • Stay focused & productive during my planning periods that week. Avoid multitasking.
  • Plan one day to get to school early, stay after, and/or take things home. I then commit to using that time efficiently and working until it’s done.
  • Submit my grades before I leave school on the last day of the marking period so that I can relax at home without it looming over my “me time.”

How do you get through the end of the quarter dash to report card day? Have other ideas? Tap reply and share. I’d love to hear from you!

Amy Necci

Amy Necci

Balanced Life Mentor for Educators

Hi, I’m Amy (she/her)!
•PA Teacher 20+ years•

I consider myself a teacher and student every single day. I empower educators with self-support tools so they can live their BEST life!

As a teacher myself, I’m especially passionate about serving educators and feel strongly that learning self-support strategies can benefit anyone at any stage of life. In mentoring educators, my goal is to cultivate a space of acceptance and comfort, offering the people I support permission to be themselves, trust themselves, and grow at their own pace.