Dear We Are Teachers,
I enjoy teaching, but I feel overwhelmed by financial stress. After covering rent, groceries, gas, and student loans, I barely manage to get by each month. While side jobs provide some relief, I’m exhausting myself trying to balance everything. It pains me to think that money might drive me away from a profession I cherish, but I feel trapped. How can I determine if it’s time to leave teaching or if there’s a way to make it work?
—Financially Strapped Educator
Dear F.S.E.,
It’s unfortunate that many educators find themselves in such difficult situations. Teachers should not have to face the dilemma of choosing between their passion for teaching and financial security. Ultimately, your well-being and ability to sustain yourself must come first.
Here are some strategies to help you regain your footing:
1. Conduct a “financial reality check,” not a guilt spiral.
Take an honest look at your finances, mental energy, and personal priorities. If your side jobs are keeping you afloat but are draining your mental health, that’s a recipe for burnout. Make a list of your non-negotiables—like health insurance, rest, and savings goals—and evaluate whether your current teaching position meets those needs.
2. Investigate all possibilities before making a decision.
Review your district’s salary schedule; you might discover that obtaining a graduate degree or additional certification is more achievable than you thought. Speak to your principal about potential stipends for extracurricular activities, mentoring roles, or summer curriculum development—sometimes just expressing interest can lead to new opportunities. Additionally, don’t overlook public service loan forgiveness programs, which are showing improved results for teachers.
3. Make a calm and informed decision.
If possible, take a moment to step back—whether it’s during part of the summer, a long weekend, or even a dedicated mental health day. Clarity often emerges when the chaos of survival mode subsides.
Whatever path you choose, remember this: leaving teaching does not signify failure, and choosing to stay and advocate for better pay does not reflect naivety. You are navigating a tough situation, and that deserves recognition.
Dear We Are Teachers,
I have a first-grade student who comes to school fully made up—complete with false eyelashes, eye shadow, lipstick, and press-on nails. This seems inappropriate for her age and is a significant distraction. The lashes and nails often fall off, and she frequently goes to the restroom to “freshen up.” My principal has advised me not to intervene, but it’s frustrating to see a 6-year-old dressed for a night out. Should I speak to the parent?
—Concerned about Child Glam
Dear C.C.G.,
Seeing a glamorously dressed 6-year-old can be surprising, but it’s wise to pause before taking action. It’s important to distinguish your personal feelings about makeup at that age from its impact on the child’s learning experience (and potential safety issues with makeup in her eyes).
This could simply be a child expressing herself, supported by a parent, or it might stem from cultural practices, family bonding, or a parent who is unaware of the level of distraction it’s causing. Establish clear classroom rules about when and where makeup is appropriate. For example, you might say taking off nails at home is fine, but doing so during math class is not.
If the situation worsens (e.g., hygiene issues from makeup or safety concerns), keep a record of incidents and present them to administration with specific examples. My recommendation? Stay neutral, maintain consistency, and let administration address the makeup issue if needed.
Dear We Are Teachers,
One of my colleagues on the 7th-grade team is truly wonderful—kind, supportive, and full of engaging stories. However, once she starts talking, it’s hard to escape. When I stop by her room during my conference period to borrow something, I end up losing the entire time block. If she visits my room after school, she’ll linger for hours unless I pretend to have another appointment, which I’ve done multiple times. She’s older than me, so I feel guilty cutting her off, but I’m running low on time and energy. Should I interrupt her or have a direct conversation about it?
—Caught in Conversations
Dear C.C.,
Every school has that one beloved colleague who can turn a quick errand into a lengthy story session. It’s great that you have such respect for this teacher, but it’s clear that your politeness is costing you valuable prep time.
Here’s some good news: you don’t need a confrontation; you just need a strategy. The next time she launches into a lengthy tale, try using the “friendly interruption sandwich” method:
- Start with warmth. (“I always enjoy hearing your stories!”)
- Set your boundary. (“But I need to finish grading before dismissal.”)
- End with a positive note. (“Let’s catch up over lunch sometime!”)
If she still doesn’t catch the hint, a straightforward yet kind statement might be necessary: “I really value our conversations, but I’ve noticed that I lose my whole planning time. Could we find a better time to chat?” Most people don’t realize they’re monopolizing time, and she’ll likely appreciate your honesty.
Do you have a burning question? Email us at askweareteachers@weareteachers.com.
Dear We Are Teachers,
Recently, I’ve noticed a disturbing trend among some parents at my school: gossip. Whether it’s through Facebook groups or group chats, information about me—like an activity they didn’t approve of or wearing jeans during Meet the Teacher—has been relayed back to me through other teachers. It’s not only hurtful but also complicates my efforts to build trust with families. While I know I can’t control what parents say, I’m tired of being the topic of gossip. How can I protect my reputation and my sanity amidst the relentless rumor mill?
—Tired of the Gossip
