Tag Archives: Educators

February 17, 2026 · 8:07 PM

The Power of Traditions in a 30-Second World at Home & in the Classroom

We are raising children in a world of scroll, swipe, and sound bites. Information arrives in 30-second clips, fragmented headlines, and algorithm-driven content streams. Research suggests that rapid, high-frequency digital consumption can shorten attention spans and contribute to cognitive overload (Carr, 2010; Ophir et al., 2009). Attention is divided. Moments are rushed. Noise is constant.

In this environment, parents and teachers are called to be architects of pause.

Traditions and routines are not small things. They are anchors. They slow the train. They invite us to stop long enough to see, truly see, the children in our classrooms and the people in our homes.

These pauses do something powerful to the human spirit…

They create predictability in an unpredictable world. They foster emotional safety. They promote a grounded sense of reality, a reminder that life is more than reaction and response; it is relationship and presence. Research consistently links predictable routines with improved emotional regulation, reduced anxiety, and stronger mental and physical health outcomes in children and adolescents (Fiese et al., 2002; Spagnola & Fiese, 2007).

A Situation We Recognize

Imagine a middle school classroom on a Monday morning.

Students arrive buzzing from weekend activity and digital stimulation. Some are anxious about assignments. Others are carrying silent burdens from home. The energy is scattered.

Instead of diving immediately into content, the teacher begins with “Monday Morning Light.” A candle is turned on (battery operated for safety). Soft instrumental music plays for two minutes. Students are invited to write one gratitude and one intention for the week.

The room shifts…

Breathing slows. Shoulders drop. Eye contact increases. Students are no longer fragmented individuals entering from separate worlds, they are a community beginning together!

Over time, this simple ritual becomes a stabilizing force. It lowers stress responses and supports emotional regulation, outcomes that research connects to consistent family and classroom routines (Spagnola & Fiese, 2007).

That two-minute tradition communicates:

You are safe here. You belong here. We begin together.

Traditions do not waste time. They redeem it.

Why Traditions Matter

Traditions:

-Provide emotional security in uncertain times

-Strengthen identity and belonging

-Reinforce shared values

-Reduce stress through predictable rhythms

-Build intergenerational memory and meaning

-Cultivate hope

Traditions remind us of good memories of what was and give us hope for what is to come.

Let us never underestimate the power of hope. Hope strengthens resilience. Hope sustains effort. Hope fuels joy!

Simple Traditions to Begin Today

In the Classroom

1. Gratitude Friday

End every Friday with students naming one win from the week: academic, personal, or relational.

2. “Light the Week” Ritual

Begin Mondays with a short reflection, Scripture, quote, or moment of silence.

3. Celebration Wall

Create a space where students post small victories: kindnesses, perseverance, improvement.

4. Monthly Service Spotlight

Each month highlight a virtue or service theme and celebrate students who model it.

5. Seasonal Reset Days

At the start of each quarter, pause for goal-setting and community-building before diving into content.

At Home

1. Sunday Supper Tradition

Phones away. One question around the table that invites storytelling.

2. Birthday Blessings

Each family member speaks a word of affirmation over the birthday child, regardless of age.

3. First-Day-of-School (First-Day-of Quarter) Breakfast Ritual

Same meal. Same prayer. Same photo spot. Every year/every quarter.

4. Advent or Lent Reflection Nights

Short candle-lit gatherings with reflection and shared intention.

5. Monthly Memory Night

Pull out old photos and tell stories. Children anchor their identity in narrative memory. (Note: my kids are in their twenties and Michael and I still lean in on this tradition a few times a year.)

Intentional Pauses are Essential

Traditions are not elaborate productions. They are intentional pauses.

In a world that accelerates, traditions decelerate.

In a culture that fragments, traditions gather.

In a society that overwhelms, traditions ground.

Children, young and old, do not simply need information. They need formation.

They need rhythms that say:

You belong. You are known. You are part of something lasting.

As parents and teachers, we are not just managing days.

We are shaping memories.

We are cultivating hope.

We are building anchors that will steady our children long after they leave our classrooms and homes.

Let us be people who pause, let us be people who build traditions, and let us be people who carry hope forward.

Stay tuned for more information on making a difference for children and in service to others. When We Train Our Eyes to See the Good—Amazing Things Happen (Ball, 2026) is in one of the final draft phases 😉.

I would love to hear the classroom and home traditions and routines being used—please leave a comment and share with those who follow this blog. This blog has surpassed over 1 million views…thank you for sharing the good!

May we continue to seek knowledge in all things~

Denise

References

Carr, N. (2010). The shallows: What the Internet is doing to our brains. W. W. Norton & Company.

Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T. (2002). A review of 50 years of research on naturally occurring family routines and rituals: Cause for celebration? Journal of Family Psychology, 16(4), 381–390. https://doi.org/10.1037/0893-3200.16.4.381

Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583–15587. https://doi.org/10.1073/pnas.0903620106

Spagnola, M., & Fiese, B. H. (2007). Family routines and rituals: A context for development in the lives of young children. Infants & Young Children, 20(4), 284–299. https://doi.org/10.1097/01.IYC.0000290352.32170.5a

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October 1, 2025 · 3:16 PM

Marymount University Complimentary Virtual Leadership Retreat -October 2, 2025

I am grateful to Marymount University School of Education for the invitation to participate and provide tomorrow’s keynote address for this inaugural Leadership Retreat (virtual).

This inspiring day will focus on transformative leadership, with engaging sessions led by Marcia Baldanza, Ed.D., Jennifer Scully, Ed.D., Nicci Dowd, EdD, Tanya Salewski, Ed.D, Dr. Gina DiVincenzo, Dr. Allison Ross , and Travis Zimmerman, Ed. D.

Looking forward to a day of learning, reflection, and vision-casting with incredible colleagues who are shaping the future of education.

Marymount University School of Education serves 270+ aspiring doctoral students, current and future school leaders.

Scan the QR code to join the conversation! This complimentary virtual event begins tomorrow at 9AM.

It is easy to share the good!

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March 20, 2025 · 9:47 AM

Be a Distributor of Joy and Change the Teacher Attrition Rate

Blackaby (2015) reminds us that a positive school culture begins with a service-oriented mindset. Leaders must build a clear vision of the kind of school environment they want to cultivate for teachers, students, and families. Building a strong team and a positive school culture requires shared leadership, collaboration, and a focus on teacher well-being.

School leaders must be present and care enough to listen and enter the difficult conversation(s). Joy must be modeled by the school leader in both word and action…it is synergistic and transformative for a school team and a school campus/community. At the heart of teacher retention lies a simple but profound truth—joy!

As educational leaders, we must be builders and distributors of joy, creating school cultures where educators are not just sustained but inspired. Joy is not just an outcome of a thriving school environment, it is the very foundation upon which leadership, professional learning, culture, and a positive school team interconnect and strengthen one another.

When leaders cultivate environments where teachers feel valued, when professional learning is meaningful and collaborative, when school culture is intentionally shaped with positivity and respect, and when teams work together with a shared purpose, joy emerges.

The discussion on teacher retention was important pre-COVID and is essential post the pandemic when many teachers are still struggling. Teachers need to pause and take the time to reflect and acknowledge the work it took to walk through that period, celebrate the amazing things that occurred due to their hard work and service to others, so they can close the chapter and get back to the joy of education that attracted them to the profession in the first place.

The conversation on teacher retention and the importance of school leadership and a positive school culture continues…

May we continue to seek knowledge in all things,

Denise

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December 28, 2023 · 9:31 AM

Christmas Ornaments, Teachers, and a Grateful Heart

Positive teacher-student relationships are invaluable, leaving a lasting impact on the social, emotional, and academic growth of young individuals (National Center on Safe and Supportive Learning Environments, 2023). The significance of these connections became even more apparent during a recent Christmas tree decorating tradition with my adult, college-age children. As they carefully placed each ornament, I paused to listen, as the room echoed with stories from their school days – tales of teachers, friends, and the memories encapsulated in each unique ornament. Through the laughter and sharing of these special memories, I was reminded on the profound role educators play in shaping the narrative of a child’s life.

 

Listening to my children reminisce about the ornaments and share their favorite memories of teachers, I couldn’t help but feel a deep sense of gratitude for the dedicated educators who had left an indelible mark on their lives. The seemingly simple ornaments became cherished treasures, representing the countless hours teachers invest in lesson planning and the thoughtful crafting of activities to impart values of faith, family, and tradition. These efforts, though perhaps overlooked in the moment, plant seeds of lasting memories that endure far beyond the classroom.

 

In my own educational journey, I’ve been fortunate to collaborate with remarkable educators. As both a mother and a colleague, I extend heartfelt appreciation to all those who choose to serve in the classroom. Your commitment and passion make a profound difference in the lives of the students and parents entrusted to your care.

YOU make a difference and the seeds you plant today continue to grow for a lifetime…thank you!

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May 24, 2016 · 6:14 PM

We are Called to Inspire our Students even in the Last Few Weeks of School…Remember the “Why” in Choosing to Teach


(Picture posted on Facebook by Teacher2Teacher #T2T)

We have limited days left with our students.

What a blessing it has been to greet them each morning as they enter our building, our classroom. To be able to tell them they can learn the impossible and see that which is not visible. Be a caregiver, boo-boo healer, magician, entertainer, disciplinarian and mentor. To be a dispenser of hope and a well of motivation and inspiration. Provide them examples to model after and to strive to emulate.

What a blessing it has been to be all we are called to be to them this school year.

We as educational support staff, teachers and administrators  have modeled for those placed in our care more than we will ever know.

Hopefully, we have modeled positive conflict resolution, how to demonstrate and hopefully deal with disappointment and frustration, how to be kind in words and actions and how to forgive.

Our students have watched and listened to our words and actions.

As one who who chooses to work within the world of education, teach and inspire our future leaders of tomorrow, this is so very important for us to remember.
Let us have faith that the seeds and examples we have planted and provide will be watered to bear fruit for many years to come.

May the last few weeks of school be all that you hoped this school year would be …on the first day of school!
May we continue to seek knowledge in all things-

Denise

Principal

St. Augustine Catholic School

Twitter:

@dballwriter and @principal567

Sent from Mobile Device

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February 8, 2016 · 4:39 PM

Never Underestimate the Power of Believing in a Child

As educators, we have been blessed with an awesome responsibility to educate the whole child to become productive citizens and leaders of tomorrow.

As an administrator, one of the blessings of my job is to help my faculty and staff be the best they can be in the lives of those placed in their care.

Simple reminders:

*to greet students at the door and actually “see” them each day

*to remember that as an educator, we are the rational adult called to model behaviors for our students…forgiveness, flexibility, humor, compassion etc.

*it is okay for students to know that mistakes have been made or something is not “known” …demonstrate how to build the muscle of “recovery” and “collaboration”

Never underestimate the power we have in lifting up our students to new heights…if you BELIEVE they will ACHIEVE!

 

May we continue to seek knowledge in all things~

Denise

image

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October 25, 2012 · 6:37 PM

An Innovative Program for Helping Students Succeed…Sharing the Good in Education

One school’s approach to ensure educational resources are available for students.

St. Regis Educare – An Innovative Program for Helping Students Succeed

St. Regis Educare (SRE) is a newly created program serving the students of St. Regis Catholic Elementary and Academy, in Bloomfield Hills, Michigan. The SRE program is staffed by three certified teachers who are dedicated to supporting the varied needs of St. Regis students. Based on the premise that each student has unique gifts and talents, with different learning styles and academic abilities, SRE supports teachers in providing differentiated instruction within and outside the classroom.

In keeping with the St. Regis mission: Respect, Educate, Give, Inspire, and Support, SRE is dedicated to respecting individual students’ needs and supporting and inspiring them to reach their fullest academic potential.

The service provided in this program is more than a library of resources for teachers and parents. It is more than a place where students can come for help with their homework. It is a professionally staffed center for learning, where students attend workshops, join literature circles, compete in Math competitions, and follow academic plans designed specifically to meet their individual needs.

SRE Services

St. Regis Educare provides three different types of assistance/enrichment for students. They work with individuals and small groups needing assistance or enrichment in academic subject areas. They  provide workshops to help students with concepts such as grammar or study skills, and  work with individuals and small groups on specific skills such as comprehension strategies or counting money. In order to make the concepts they are enhancing engaging, they  integrate technology, and utilize manipulatives, hands-on activities, and use modeling to help students achieve their goals.

With all this, they also provide the following benefits for teachers: assessments, which they will design and/or administer upon request; a central repository for teacher resources and reference books; and documented processes and forms to make using our services less complicated. To help bridge the ever widening need between parent and school, they provide a central repository for parent resources, and are in the process of planning workshops for parents, so they can learn new ways to help their children succeed in school.

Development of the Program

This school year, St. Regis Educare has evolved from an idea and an empty office, into a focal point of learning for students in need of assistance or enrichment, as well as a central location for student, teacher, and parent resources.

Some highlights include:

  • A room that is now both inviting and functional for assisting students
  • Resource materials, games, technology, and manipulatives that are arranged by subject matter on labeled shelves for easy access
  • Documented processes and forms that are based on research of best practices and collaboration with professionals both in and outside the school
  • An extensive list of services designed to meet the varied needs of our students

As of this writing, at least one student or group from every grade, is being serviced by SRE, and they have had an abundance of positive comments from students, parents, and teachers who are grateful for the expertise and supportive of this team’s efforts. It is too soon in the development of the program to provide concrete results; however, I plan to monitor this program’s progress …stay tuned!

If your school or community is doing something great to help students, teachers or parents, please share.  It is in the collaborative model that we all rise to the level in which we have the potential to be.

May we all continue to seek knowledge in all things~

Denise

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July 22, 2012 · 11:37 AM

100 Positive Comments to Utilize when Referencing Student Behavior

100 Positive Student Comments to Utilize with Parents

http://www.educationworld.com/a_curr/profdev/profdev148.shtml  (Jan. 23, 2012)

Recommended by Jen J., a third grade teacher in Michigan.

Attitude

The student:

  • is an enthusiastic learner who seems to enjoy school
  • exhibits a positive outlook and attitude in the classroom
  • appears well rested and ready for each day’s activities
  • shows enthusiasm for classroom activities
  • shows initiative and looks for new ways to get involved
  • uses instincts to deal with matters independently and in a positive way
  • strives to reach his (or her) full potential
  • is committed to doing his (or her) best
  • seeks new challenges
  • takes responsibility for his (or her) learning

Behavior

The student:

  • cooperates consistently with the teacher and other students
  • transitions easily between classroom activities without distraction
  • is courteous and shows good manners in the classroom
  • follows classroom rules
  • conducts himself (or herself) with maturity
  • responds appropriately when corrected
  • remains focused on the activity at hand
  • resists the urge to be distracted by other students
  • is kind and helpful to everyone in the classroom
  • sets an example of excellence in behavior and cooperation

Character

The student:

  • shows respect for teachers and peers
  • treats school property and the belongings of others with care and respect
  • is honest and trustworthy in dealings with others
  • displays good citizenship by assisting other students
  • joins in school community projects
  • is concerned about the feelings of peers
  • faithfully performs classroom tasks
  • can be depended on to do what he (or she) is asked to do
  • seeks responsibilities and follows through
  • is thoughtful in interactions with others

Communication Skills

The student:

  • has a well-developed vocabulary
  • chooses words with care
  • expresses ideas clearly, both verbally and through writing
  • has a vibrant imagination and excels in creative writing
  • has found his (or her) voice through poetry writing
  • uses vivid language in writing
  • writes clearly and with purpose
  • writes with depth and insight
  • can make a logical and persuasive argument
  • listens to the comments and ideas of others without interrupting

Group Work

The student:

  • offers constructive suggestions to peers to enhance their work
  • accepts the recommendations of peers and acts on them when appropriate
  • is sensitive to the thoughts and opinions of others in the group
  • takes on various roles in the work group as needed or assigned
  • welcomes leadership roles in groups
  • shows fairness in distributing group tasks
  • plans and carries out group activities carefully
  • works democratically with peers
  • encourages other members of the group
  • helps to keep the work group focused and on task

Interests and Talents

The student:

  • has a well-developed sense of humor
  • holds many varied interests
  • has a keen interest that has been shared with the class
  • displays and talks about personal items from home when they relate to topics of study
  • provides background knowledge about topics of particular interest to him (or her)
  • has an impressive understanding and depth of  knowledge about his (or her) interests
  • seeks additional information independently about classroom topics that pique interest
  • reads extensively for enjoyment
  • frequently discusses concepts about which he (or she) has read
  • is a gifted performer
  • is a talented artist
  • has a flair for dramatic reading and acting
  • enjoys sharing his (or her) musical talent with the class

Participation

The student:

  • listens attentively to the responses of others
  • follows directions
  • takes an active role in discussions
  • enhances group discussion through insightful comments
  • shares personal experiences and opinions with peers
  • responds to what has been read or discussed in class and as homework
  • asks for clarification when needed
  • regularly volunteers to assist in classroom activities
  • remains an active learner throughout the school day

Social Skills

The student:

  • makes friends quickly in the classroom
  • is well-liked by classmates
  • handles disagreements with peers appropriately
  • treats other students with fairness and  understanding
  • is a valued member of the class
  • has compassion for peers and others
  • seems comfortable in new situations
  • enjoys conversation with friends during free periods
  • chooses to spend free time with friends

Time Management

The student:

  • tackles classroom assignments, tasks, and group work in an organized manner
  • uses class time wisely
  • arrives on time for school (and/or class) every day
  • is well-prepared for class each day
  • works at an appropriate pace, neither too quickly or slowly
  • completes assignments in the time allotted
  • paces work on long-term assignments
  • sets achievable goals with respect to time
  • completes make-up work in a timely fashion

Work Habits

The student:

  • is a conscientious, hard-working student
  • works independently
  • is a self-motivated student
  • consistently completes homework assignments
  • puts his (or her) best effort into homework assignments
  • exceeds expectations with the quality of his (or her) work
  • readily grasps new concepts and ideas
  • generates neat and careful work
  • checks work thoroughly before submitting it
  • stays on task with little supervision
  • displays self-discipline
  • avoids careless errors through attention to detail
  • uses free minutes of class time constructively
  • creates impressive home projects

Positive words go a long way in educating a child and building relationships. When we create positive school and classroom environments, the learning experience is enhanced.

May we continue to seek knowledge in all things,

Denise

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June 13, 2012 · 7:19 AM

A Glance Back at A Successful School Year

As many of schools are winding down for the school year, student energy is high, teacher energy low, it is important to look back, reflect and make notes on what worked and what did not, while your mind is still in “school” mode.

As an administrator, I find this is a helpful tool not only in regards to the building standard operating procedures, but in what worked in motivating my team or not. It is just important for an administrator to reflect as it is for a teacher, because it is in the exercise of being a reflective practitioner, do we  continue to grow and challenge ourselves to higher standards.

When I was in the classroom, I would spend the last week of school with my students and the last week after they were gone, to spend a few minutes each day writing in a journal.  I would reflect upon lessons taught, the differentiated tools utilized and next to each reflection, I would put IDEAS on how I could change it up for the following year to ensure more students’ needs were met.

I would spend time thinking about how I felt I impacted my building as a whole…did I contribute to the greater good, was I encouraging to those around me, did I spend most my time picking up versus putting down…This excercise helped me grow as a teacher and an individual.

Although it is easy to get caught up in trying to close down a building and get home to rejuvenate before it all begins again…in a matter of weeks…I encourage you all to pause, reflect and take a good look at how you made a difference this year in the life of a child.

To all the parents, children, teacher and administrators out there, our Unlock the Teacher team would like to say to you…”Job well done!”

May we continue to seek knowledge in all things~

Denise

Recommended summer reading:

“Reeasing the Imagination” by Maxine Greene

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February 29, 2012 · 10:22 PM

Educational Websites to Utilize in the Classroom for Grades 4-12

At a recent principal’s meeting, the Web 2.0 presenter showcased some fabulous online resources that any 21st century educator could utilize to enhance classroom instruction.

www.qwiki.com

This site includes multimedia components and visual displays for presentations.  *Very user-friendly.

www.lessonstream.org

Present information to students integrating a multimedia format.

www.vocabahead.com

Identify real-life connections between words and their use.  *This is a great tool…words with videos!

www.khanacademy.org

This is a site where students can retell stories to demonstrate an understanding of concepts.

www.bitstrips.com

This is an A-M-A-Z-I-N-G site for teachers to utilize really grades 2 on up.  Students can create animated cartoon strips by utilizing a combination of drawing, dictating and writing to narrate a single event or several loosely linked events. This site also has a homework component…great vocabulary builder and speaks to the visual learner.

www.60secondrecap.com

Compare and contrast two or more characters, settings or events in a story or drama. *neat site

www.visuwords.com

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

www.owl.emglish.purdue.edu

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

www.froguts.com

Great virtual dissects to utilize in class with students.

www.jeapardylabs.com

Draw on information from multiple print or digital sources to locate an answer to a question quickly or to solve a problem efficiently.

www.storybird.com

Add drawings to displays and stories.

This is just a few of the many resources available online. 

 

May we continue to seek knowledge in all things,

Denise

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