Jump Start Your Workout (And Your Classroom)!

A couple of months ago, I started working out again. I’m one of those people who works out a lot for a few weeks, then loses interest and doesn’t work out for six months. It wasn’t a New Year’s thing; I started in December instead of with everyone else in January. It wasn’t a weight loss thing either; I just wanted to be healthy and strong.

Part of being successful and consistent in working out is finding a routine that works for the individual. Some people are early morning gym rats like my husband. Others race to the gym after work before picking up the kids. Neither of those worked for me. I found my best time is right after putting my son to bed. I’m awake, I have energy, and nobody else can bug me.

I also had to discover that I hate cardio. Well, I already knew that actually, but I found out that what I really enjoy is lifting weights. Not only that, but just walking or jogging here and there didn’t give me the results I wanted. Now, I still get some cardio mixed in there, but my program is much heavier on weights than anything else. And you know what? My body is not the same as when I started. Most people probably don’t notice, but I notice a difference in how I look and (more importantly) how I feel.

Anyone who has ever tried to lose weight or get in shape will tell you that they struggle with plateaus, those points where they seem to stop making progress. No matter what they do, they can’t seem to lose another pound. The body has gotten used to whatever it is they were doing and has refused to budge. Many trainers recommend cross training and changing things up to continue to see results. Surprise the body with changed routines and it will respond.

In many ways, teaching is the same. It’s easy to fall into the same “plateau effect” where things might feel in control but aren’t really going anywhere. While it’s okay to pause to take a breath during those times, it’s dangerous to get comfortable there. Just like we have to surprise our body with new workouts or foods to jump start our metabolism, we have to jump start our teaching with new ideas and strategies to keep us moving forward.

Teaching on autopilot and expecting results is the same as those people you see at the gym who do the elliptical on a low speed while reading a magazine. Yes, they’re moving, but if they’re really trying to improve, they’re going to have to be on that thing 24 hours a day. Yes, your kids are learning something, but are you really making progress?

If we don’t defeat the plateau in the gym, we keep those last ten pounds in perpetuity. If we don’t defeat it in the classroom, we keep our kids from reaching their highest potential. But remember, just like we can’t just keep doing the same thing in our workout routine and expect to see results, we can’t keep doing the same with our students. If you’re not seeing the results you want, change your routine.

What’s the “ten pounds” in your classroom? What are you hanging on to even though it isn’t working? Take a hard look at what you do in your classroom (and your workout) and only keep what is truly effective. The next time you plan a lesson, stop and think: what am I trying to accomplish and is this the most effective way to get there?

For the record, those are not my arms in the photo. Maybe someday?

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