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< Back Lessons from Fall ~ Rest, Recovery, & Productivity Reading time 5 minutes Published November 9, 2023 Category: Mental health I am very fortunate to live near a park and every morning that the weather permits, Yeti and I take a nice long walk. Some mornings I listen to a podcast, some mornings I listen to an audiobook, but most mornings I listen to the trees and birds and the traffic and my own thoughts. And I find that letting my mind wander and listening to my own thoughts , to be the most refreshing and rejuvenating. I didn’t used to be able to hear the musings of my mind over my running to-do list. It took time for that to come back. Even now as I embrace my 4th Autumn as a private practice teacher, I never take this opportunity for granted. I find it's important to give myself that time to process all of the information I take in from all the different areas of my life. We do this to some extent in our sleep, but if you are a parent and/or a teacher- sleep is not always super restful or consistent. That’s why giving myself the gift of time in the morning to walk and process and allow my mind to wander, to be an essential part of my day. One that never feels like work, but has become one of my most productive and creative parts of my everyday life. From that reflective and creative space, I want to share with you some of the insights that have been coming to me lately while walking with my sweet boy. Looking at the trees, this is probably common for a lot of us this time of year, I've been meditating on the beauty of letting go of things that no longer serve us. There’s a lot of beauty in that - in letting go. People travel all over the country to look for the most beautiful foliage in order to witness this spectacle celebrating the beauty of letting go. Next, I let my mind wander from this beautiful letting go that we are enjoying right now to the cycles of Nature. I’ve been reflecting on what follows this time, which is a period of rest and hibernation, a period of conserving one’s resources for what's to come, all in preparation for bursting forth with new growth again in the Spring. So I’ve been asking myself, “How can I bring this cycle of letting go and conserving my resources in preparation for new growth into my own personal practice?”. This cycle has been really successful for Nature for a long time, and I think we also need to have periods of pruning and periods of letting go. We need to have periods of recovery, introspection, and conservation of resources - all in preparation for the next bursting forth of growth. But this morning, as we were walking through the neighborhood, something new came to me. I was reflecting on how beautiful so many of the leaves are that are now on the ground. It occurred to me that it's okay to let go of things that are still beautiful when they no longer serve your higher purpose. And so a new question for myself emerged, “What beautiful things am I holding on to that are not serving my higher purpose and that I can let go of in order to conserve more resources in preparation for my next growth?” So that's it, those are my current musings inspired by Fall. I hope that you have a great day and that you find time to allow your mind to wander to new places. Best wishes always, Rachel Previous Next

< Back Recovering from the Classroom Reading time 5 min Published August 2, 2023 Category: Leaving the classroom It’s been just over three years since I left the classroom and here are a few things I’ve encountered that I wasn't expecting. Grief ~ Grief and relief are normal and can exist at the same time. So many tears. So much anger and resentment. I was furious with the system that drove me out and away from the students, families, and coworkers I loved so much - the admin and policies that made me choose between my community and my family. I missed my classroom, my students, co-workers, my career that I'd invested so much of myself into only to have it proven to me how little my bosses cared about me, my family, and my contribution to the school. I was heart-broken but also relieved that I never had to go back there again. So much relief and room to breathe. My dread was lifted. I enjoyed the more manageable pace of life and took all the time I needed to recover. Almost instantly I noticed that I had more energy and patience, and within weeks my family noticed that I seemed much lighter and relaxed than they’d seen me in years. We enjoyed the last days of summer at the pool instead of setting up my classroom. Then I got to take my kids to the bus stop and participate in all the First Day of School festivities for the first time ever. I still love that every year. Our whole family dynamic shifted and continues to shift in really positive ways. However, the time freedom and decreased external structure that once caused relief and deep relaxation also started to cause isolation and depression. t was a very strange and somewhat disorienting mix of emotions. With the lack of externally imposed structure, I needed a new way of approaching my day-to-day life. It felt like my identity was eroding. It took me almost a year to find myself and my footing again. Discovery ~ Discovering myself. I’m not the same person that went into the classroom in 2011. She was just married, didn’t have children yet, and was in her early 30’s. The hobbies and leisure activities I enjoyed back then don’t hold much interest to me anymore. The me who left the classroom in 2020 had 2 young daughters (6 & 8 yrs old), lost her mother, survived postpartum depression, and spent most of her weekends at sports and dance. I felt old and tired from living in survival mode for so long. I didn’t even know who I wanted to be anymore outside of all the responsibilities piled up around me. I hadn’t had time to think about it. And so, when I had some downtime, I started exploring my inner and outer worlds. I started reading and listening to podcasts. I finished my masters degree and accidentally started a teaching business. I started volunteering with the PTO and in my daughters’ classrooms. I’m still discovering myself, but for the first time in a long time, I’m happy, proud of myself, and excited about the future. The best part is that my daughters and spouse are proud of me too. Unlearning ~ The most recent part of my recovery has been unlearning the unhealthy coping strategies I developed during my years in the classroom. Without even noticing it, I recreated the unhealthy work/life balance I left. I love the work I do now, but I didn’t know how to turn it off. I found myself driven by both passion and fear. I worked myself right back into survival mode and burned myself out. I became irritable and impatient. I started abandoning my self-care routines in favor of one more client, one more lesson, one more post, one more training, one more thing. And so I circled back to my grief and discovery but with more understanding and compassion than before. I took time to recover and recenter. I re-discovered myself, my joy, and my why. I’m learning what I need to unlearn in order to create the life I want for myself, the life I want to enjoy with my spouse and our family, and the life I want to role-model for our children. Best wishes always, Rachel Previous Next

< Back Lara Luft Profa Lara Luft Profa Lara Luft offers specialized 1:1 online classes for Brazilian Portuguese and ESOL. Our Mission: To provide effective, supportive learning while embracing diverse cultures. I am flexible to meet your unique needs, ensuring you feel safe and comfortable to ask questions and make progress. My passion is learning, and I love incorporating diverse perspectives into every class. As a native Brazilian with over 10 years of experience, I specialize in teaching literate students (teenagers and adults). Services: Immersion and communication-focused classes designed to help you achieve fluency in Portuguese or English as a second language. Contact Profa Lara Luft via Instagram

< Back Sue Klapec ** Lantern Literacy ** PPT® Verified Educator Lantern Literacy was established in 2024 by Sue Klapec, certified Reading Specialist and 19 year veteran classroom teacher. Her passion is teaching struggling readers to read fluently and with confidence using an explicit, systematic, and hands-on approach. Lantern Literacy provides customized reading intervention plans designed with the specific needs of each learner. In addition to 1:1 private instruction, each enrolled student has access to a digital classroom full of engaging practice activities, parent resources, story-time read alouds, and more! Website Under Construction ~ Not Currently Taking New Students Contact Sue at @lanternliteracy on Instagram or Facebook

< Back Helen Peguero ** Aprende Con Peguero ** PPT® Verified Educator Aprende Con Peguero Aprende Con Peguero was created from my passion for empowering families to raise confident bilingual children. As an educator and advocate for bilingualism, I believe language is more than communication — it’s identity, culture, and opportunity. My mission is to provide simple, practical, and engaging resources that help parents and families make Spanish a natural part of everyday life. Through books, guides, and creative tools, I support families in building strong language foundations at home. Go To Website

< Back Erica Triggs M.Ed. ** Lighthouse Learning Studio ** PPT Verified Educator Lighthouse Learning Studio Hi, I’m Erica — a passionate educator with over a decade of experience and personal insight into dyslexia. Through Lighthouse Learning Studio, I provide personalized, one-on-one Orton-Gillingham-based instruction, literacy intervention, and kindergarten readiness support. My mission is to nurture each child’s unique potential, empowering them to thrive academically and socially while fostering a lifelong love of learning. Go to Website

< Back What Does It Mean for a School to Fail? Reading time 3 minutes Published September 16, 2025 Category: Education Reform, Teacher Satisfaction, Teacher Burnout Every fall, I notice the same pattern: teachers start strong, riding on back-to-school energy, excited to try all the ideas they saved on Pinterest over the summer, but by October, the burnout begins to creep in. This year, though? It’s already showing up, and it’s only mid-September. The teachers I talk with are reporting exhaustion faster than ever, and that should make us all pause. So it begs the question: What does it actually mean for a school to fail? How We Usually Define “School Failure” When we hear the phrase “failing school,” most people think of: Low standardized test scores Poor state report cards High dropout rates Accreditation warnings Those are the metrics policymakers love to point to. But ask any teacher, and you’ll get a very different picture. How Teachers Experience “School Failure” Failure isn’t just numbers on a page—it’s the lived reality inside classrooms. It looks like: Teachers are so burnt out that they’re leaving mid-year Students’ basic needs (safety, mental health, belonging) are going unmet Administrators are pushing compliance over creativity (and connection) Mandates that strip away joy and professional autonomy The truth is, schools often start to “fail” teachers long before test scores ever dip. And when teachers don’t feel supported or valued, it directly impacts students, families, and communities. New Definition of “School Failure” Now, when I think of schools failing, I think of schools no longer able to keep enough adults on staff to keep their doors open. It makes me sad to consider it, but I've already seen it happen because of shortages of substitute/supply teachers. I've heard stories of one elementary school teacher "covering" two classes in the gym because only 2 of 4 third-grade teachers were able to come to work that day.Local and state governments put together committees to address "The Teacher Shortage" or "The Teacher Crisis" years ago. How many of us can say we've seen any improvement? 🙋🏻♀️ (If you have, please email me and share your story. I would really love to share what your school/district is doing in the hopes it inspires others.)My fear is that until schools start to really experience my new definition of failure, they'll continue to exhaust and exploit teachers. Then, when they've finally driven out too many teachers to keep their doors open, they'll finally listen to teachers and/or look to schools that appear to be thriving and learn from their examples. What If We Flipped the Script? If my new definition of failure is when schools can no longer staff enough adults to keep classrooms running, then maybe the opposite is also true: a thriving school is one where teachers want to stay, grow, and do their best work. Instead of defining failure only by numbers, what if we defined success by the people at the heart of it? Think about the way magazines run their “Best Places to Work” lists. Why couldn’t we have a “Great Place to Teach” designation ? Imagine if schools were recognized not just for test scores and data points, but for things like: Teacher job satisfaction Professional autonomy Administrative support Respectful work culture Opportunities for growth Balance between work and life Wouldn’t that shift the conversation—and the incentives? Your Turn I’d love to hear from you: What criteria would you include in a “Great Place to Teach” designation? Drop your ideas in the comments or share this blog with a fellow teacher who has thoughts. The more voices we add to this conversation, the harder it is to ignore. Because at the end of the day, schools don’t fail because of bad teaching; schools fail when they stop listening to teachers. Previous Next

< Back Sarah Elisabeth Rosa MSEd ** Rumba Rosa, LLC ** PPT Verified Educator Rumba Rosa, LLC Founder of Rumba Rosa, Ms. Sarah Elisabeth Rosa holds her MSEd. in Second Language Acquisition and has spent almost two decades as an English as a Second Language Educator in the public school systems of both New York State and more recently, Raleigh, North Carolina, with learners of all proficiency levels, ranging in grades from (K-12.) As a bilingual educator who is proud to have worked with hundreds of children and families throughout her career, Ms. Rosa has seen how the research based methods all of which are cornerstone to Rumba Rosa enable language learners to acquire a new language in the most natural, fun and memorable way possible. It is Ms. Rosa's passion and privilege to see more individuals become bilingual in the United States, and she prides herself on being a bridge to unite Spanish and English speaking communities to come together as one. Rumba Rosa, LLC specializes in immersive English and Spanish language classes. The research-driven methodology of Rumba Rosa enhances student engagement, while empowering individuals through varied learning experiences tailored to all proficiency levels. From beginners to advanced language enthusiasts, a diverse range of courses are offered including specialized instruction. Go to Website

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< Back Demi K B.S.Ed. Education With Mrs.K 🎉 Hello, families! I’m Mrs. K! I’m so excited to officially launch Education With Mrs. K — where young learners build confidence in reading and math through fun, personalized support! 📚 I’m a certified teacher with 5+ years of classroom experience, and a passion for helping 2nd–5th graders thrive. Whether your child needs help with tricky math concepts, wants to become a stronger reader, or simply needs a boost in confidence — I’m here to help. ✨ Services: ✅ 1:1 Private Virtual Tutoring ✅ Grades 2–5 ✅ Reading fluency, comprehension, and math support ✅ Progress monitoring 👩🏫 Fun fact: I loved reading in school — but math didn’t always come easy. That’s why I’m so passionate about making learning clear, encouraging, and enjoyable for students 💕 Go to Website

< Back Ganaia Praema ** The Music Mentor ** PPT® Verified Educator Ganaia mentors aspiring musicians of all stripes. 🎸🎤 We might start with a guitar riff, piano chord, or vocal warm-up—but we don’t stop there. Her Pathfinders are also writers ✍️, visual artists 🎨, mixed-media makers 🎥, and Scrabble players 🧩 crafting their own creative process. Her specialty? Unmasking your blocks—the conditioned rules, rigid expectations, and “supposed to’s” that hold you back. 🚫 She’ll hand you a stack of index cards and the most flexible, fun permission to play—until you mash up mediums, break formats, and build a creative process that fits you like a favorite song 🎶—firing you up to create, even when you don’t know exactly what. 🔥✨ Go To Website

< Back Nothing Beats Community Reading time 7 minutes Published March 25, 2024 Category: Leaving the classroom Teachers need other teachers because teaching is one of those careers that can also be an identity. People say, “I work in retail", or" I work in business.” But we say, “I am a teacher.” Teaching is not a job that can be done in isolation. We need other teachers for various reasons, from practicality to camaraderie to our very sanity. The truth is that this a job that only another teacher can understand. Only another teacher can truly comprehend the trials, challenges, overwhelm, joy, triumphs, heartbreak, and heart-warming moments that our unique profession entails. That camaraderie is how we survive the insanity that is teaching. It’s the thing that makes it possible for us to stay as long as we can, and it can be one of the things that makes it so hard to leave. When we leave the classroom, we leave our teacher friends. We leave the people we have so many shared experiences with, the people who’ve listened to our rants, offered helpful advice and resources, shared our jokes and eye rolls, grabbed our mail and copies, and watched our classrooms while we ran to the bathroom. In some ways, these extraordinary people understand us (at least parts of us) better than our families can. Even if we don’t leave teaching, we lose them for at least 9-10 months out of the year. Because classroom teachers almost never have the time or energy for a social life during the school year. That ridiculous sacrifice and lack of work/life balance is what drives so many of us out of the classroom in the first place. As a private practice teacher, leaving the classroom doesn’t mean we stop needing other teachers. Entrepreneurship offers many wonderful opportunities and has enabled me to create a teaching career that truly works for my life and values. But entrepreneurship can be hard and lonely. Just as much as teachers need other teachers, entrepreneurs need other entrepreneurs, and for all the same reasons. We need each other to bounce ideas off of, ask questions, share resources, and share stories. We need each other for encouragement, support, and accountability. We need each other to share our trials, challenges, triumphs, heartbreaks, and heartwarming moments with. Nobody understands the rollercoaster that is entrepreneurship like other entrepreneurs. Nobody understands teacher entrepreneurship like other teacher entrepreneurs. That’s why Community is one of the most important parts of the Private Practice Teacher®. That’s why there is an ongoing community option for every budget and level of training I’ve created. The first level of community is our free private FB group, Private Practice Teachers. In this group, I share as many free resources and training opportunities as I can. I also encourage members to do the same. Next, once you join one of my mentorship or custom coaching programs, you have a home with us for as long as you wish. There’s never an extra charge to stay connected. When you join the T2E (Teacher to Entrepreneur) Mindset Module, you are welcome to stay in our Community Group for as long as you wish. I want you to build and maintain relationships with the other teachers there. We grow together during these courses, and I want you to continue to have that support for as long as you want and need it because I want you to be successful. Finally, when you join the T2E 90-Day Intensive Program, you remain a member of our PPT community. We have live group meetings every week (except for holidays) all year round because we want and love our community. We do continuing education for each other, and you always have access to any paid training classes we offer at no additional charge. In this group, we have found our new community. We have found our teacher entrepreneur besties and coming together is not only good for our continued professional growth, it’s so much fun and good for our teacher souls. Ultimately, I want you to have everything you want for yourself. I’m happy you found us, and I want to help you on your journey wherever you happen to be. It’s like I tell my students when we no longer have class together, “I won’t reach out to you uninvited because I don’t want to bother you, BUT I will always be available to you and happy to hear from you!” Best wishes always, Rachel Previous Next