Here are some simple ways to recharge without leaving your student or losing built momentum.

<p>Teachers are often encouraged to fight burnout by adding more to their plates — an after-school yoga class here, a PD on mental health there. And while those things are great (and truly beneficial!), sometimes they miss the point. Most educators don’t want more — they want less.</p><p>Avoiding burnout doesn’t have to mean carving out extra time or energy — especially when you already spend your day moving from room to room, supporting students 1:1, and following someone else’s schedule. Especially for behavioral interventionists and special education aides, even the idea of “taking a break” can feel impossible.</p><p>But here’s the thing: when you, as the adult and educator, are in a place of stress, the students you support feel and feed off that energy¹. Maintaining as much calm and neutrality as possible isn’t just for your own well-being — it can help your students feel safe and regulated too¹.</p><p>That is why micro-moments — tiny, intentional resets built right into what you’re already doing — can make such a difference²³⁵. Here are some simple ways to recharge without leaving your student or losing built momentum.</p><h2>Start-of-Day Mindset</h2><p><strong>Anchor Thought:</strong> If you have time, before getting out of your car, repeat a grounding phrase such as “I respond, not react.” or “I have full control over my emotions.”</p><p><strong>One-Minute Breath Check:</strong> While still in your car or waiting for your student to arrive, take 3 deep breaths — in through the nose, hold at the top for 3 seconds, and then slowly out through the mouth.</p><p><strong>Two-Word Intention:</strong> Choose two words to carry throughout your day (e.g., “calm + patient”). Put them in your pocket, tap them to the bottom of your water bottle, or hold them in your mind’s eye. Refer to them during transitions or moments of frustration.</p><h2>During a Session</h2><p><strong>Micro-Body Awareness:</strong> As your students work or are in transitions, scan your body: unclench your jaw, lower your shoulders, release tension in your hands. If you’re sitting for a long period of time, consider rolling your ankles and wrists out. This helps keep your joints loose and relaxed which fights stress²⁵.</p><p><strong>Movement Moments:</strong> When transitioning between spaces, stretch your arms behind you or roll your shoulders. Small movements keep stress from settling in²⁵.</p><p><strong>Grounding:</strong> When standing near your student, notice your feet firmly on the floor — this is a mini reminder to stay grounded and present. Add a soft bounce in your knees every now and then to avoid knee locking which can cause nausea and dizziness.</p><h3>Student Interactions</h3><p><strong>Silent Smile Practice:</strong> Every few interactions, offer a smile without saying anything. This helps soften your own nervous system while supporting connection¹.</p><p><strong>Notice One Win:</strong> At the end of a tough session, reflect upon one small success, such as, “They stayed seated for 5 minutes,” or “We laughed together once.” Those moments count, and they are worth recognizing³.</p><h2>Maximize Breaks You Do Have</h2><p>Spend an extra 30 seconds in the bathroom washing your hands. Notice the sensation of the water on your hands and take slow, deep breaths. Look at yourself in the mirror, smile, or say an affirmation aloud to yourself that resonates³⁵.</p><p>If you’re more of an introvert, find a quiet space to eat your lunch alone. Eat slowly and be sure to hydrate!³⁵</p><p>If you are someone who recharges better around other adults, find a friend who has the same lunch as you. It’s ok to vent if necessary but be mindful of complaining — it’s a slippery slope!</p><h2>End-of-Day Closure</h2><p><strong>Lights-Off Breather:</strong> Before you leave or clock out, sit quietly for 30 seconds. Let the day settle and attempt to leave it behind you³⁵.</p><p><strong>Mental Door Close:</strong> As you walk out, think: “I’ve done enough for today.” Give yourself permission to rest. Do your best to leave the workday behind³⁵.</p><p>Although it would be nice, you don’t need an hour-long break or a weekend retreat to reclaim your calm. These micro-moments remind you that even in a busy and unpredictable environment, you still have control over your energy and mindset²³⁵.</p><p>When we as educators regulate, students follow¹. Each time you take a breath before reacting, ground yourself before speaking, or find one small win amidst a tough day, you’re not just protecting your peace — you’re modeling resilience for your student(s) as well¹.</p><p>Small moments add up. Over time, these micro-habits can help create calmer classrooms, strengthen student and educator relationships, increase job satisfaction, and support better overall personal health²³⁵.</p><p><br></p><h4>Ready to bring more calm into your day? <a href="https://www.crosscountry.com/education/talent-professions?utm_source=Website&amp;utm_campaign=Blog" rel="noopener noreferrer" target="_blank">Partner with Cross Country</a> and get the guidance, tools, and support you need to succeed every day.</h4><h4><br></h4><h3>References:</h3><p>Agyapong, B., Obuobi-Donkor, G., Burback, L., &amp; Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), 10706. <a href="https://doi.org/10.3390/ijerph191710706" rel="noopener noreferrer" target="_blank">https://doi.org/10.3390/ijerph191710706</a></p><p>Albulescu, P., Macsinga, I., Rusu, A., Sulea, C., Bodnaru, A., &amp; Tulbure, B. T. (2022). “Give me a break!” A systematic review and meta-analysis on the efficacy of micro-breaks for increasing well-being and performance. PLoS ONE, 17(8), e0272460. <a href="https://doi.org/10.1371/journal.pone.0272460 " rel="noopener noreferrer" target="_blank">https://doi.org/10.1371/journal.pone.0272460</a></p><p>Calm Editorial Team. (2023, March 13). Micro breaks: The importance of taking a break from work. Calm Blog. <a href="https://www.calm.com/blog/micro-breaks" rel="noopener noreferrer" target="_blank">https://www.calm.com/blog/micro-breaks</a></p><p>Dimitroff, S. J., Norman, G. J., Hawkley, L. C., &amp; Cacioppo, J. T. (2017). Physiological dynamics of stress contagion.Psychoneuroendocrinology, 83, 13–21. <a href="https://doi.org/10.1016/j.psyneuen.2017.05.024" rel="noopener noreferrer" target="_blank">https://doi.org/10.1016/j.psyneuen.2017.05.024</a></p><p>Stanford University Environmental Health &amp; Safety. (n.d.). Microbreaks. Stanford University.<a href="https://ehs.stanford.edu/subtopic/microbreaks" rel="noopener noreferrer" target="_blank"> https://ehs.stanford.edu/subtopic/microbreaks</a></p>

Micro-Moments to Keep Your Calm in the Classroom

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