The Importance of Strategic Pauses for Teachers' Well-being

Book cover for 'The Power of Strategic Pauses: A Teacher's Guide to Working Smarter, Not Harder' featuring an elegant design with floral elements on a black background.

A while back, I had lunch with a colleague. Between bites and grading papers, we shared the all-too-familiar struggles of being overworked and exhausted. To top it off, it seemed like every time an admin team member walked into our classrooms, it was during those rare moments we were sitting while students worked independently. My colleague confessed she felt guilty about being “caught sitting,” worried it gave the impression she was lazy or worst, disengaged. We also laughed about our quick-witted thinking of standing up from our desk within minutes of clocking their presence, and “pivoting” to a more “performative” activity.

That conversation got me thinking: why do I sit in class? The answer is simple—I need a break! And why do I need a break? Because most days, I’ve spent time night before prepping or tweaking a lesson: which can include creating an activity guide, writing a story that contextualizes vocabulary like this one, or reading texts about a topic that I am going to teach. I recently did a mini unit on AI and gene-editing. Not my intended target, but it was very interesting. Nonetheless, I spent days reading about the science that supported a short film we watched. That is why I sit.

A woman sitting on a couch reading a book, surrounded by plants, a steaming cup, and a cat, with the text 'It's Okay To Take a Break' in bold pink letters.

Not to mention, I arrive at school thirty minutes early to make copies, set up the room, or take care of any other needs before the bell rings. By the time class begins, I’ve already worked hours beyond my contracted time- this is the part that is always left out of the story.

When administrators walk into my classroom, they might see students engaged in group discussions, working on independent projects, or collaborating on assignments—while I grade papers or catch my breath. Here’s the reality: I can’t grade and plan deeply engaging lessons outside of school hours every single day. Something has to give. I am building up the confidence to have this conversation with administrators if asked.

I’ve talked before about the importance of building restorative pauses into our lessons. My views have certainly evolved into taking even a stronger stance. I no longer feel guilty about leveraging that extra time. When I’ve sacrificed personal time (which should not be expected) to prepare meaningful lessons, and my students are actively learning, I’ve done my job—and done it well, and that is the message I want administrators to understand. Actually, they need to focus on the students and not me! What the students are able to do with the language is a direct result of the time, quality, and richness of the curriculum the teacher has invested.

It’s time we challenge the perception that sitting down and using time productively equals slacking off. Sometimes sitting isn’t just okay; it’s necessary. Here is how I approach it in my class:

I provide students with a bellringer they can do on their own. For instance, we are currently in our Alta Mar unit. For their bellringer, they had to choose 5 words from their list, and write sentences of they they were related to the show. They are allowed to use wordreference.com and it took about 8 minutes for them to finish. That was my time to take attendance, and sit in silence for a few minutes.
I have a total to 3 transitions in class that allow me to take restful pauses. At the beginning of class, which is key especially if you have back-to-back classes, SOMETIMES, I give students “pausa mental”. I don’t do traditional brain breaks because that involves some energy, and I need to relax. At the end of class, I do office hours. This has been a game-changer. At times, I do meet with students, but the days I don’t I try to rest or get ready for the next class.
Provide students with independent work that they can do without consulting you. This is key. We don’t have to be up in front of the class all the time. This can be FVR, an activity from an old text book or textbooks if you have them.
I go for energizing walks. Only 10 minutes. I try l leaving the building on my break.
Lately, I go and sleep in my far during part of my prep. It’s nice!
Split your rest times. Try to use some of your pauses just to relax. I sit in the back of the room with earplugs and that’s it. Sometimes, students will ask if I am okay, and the fact of the matter is that I am at rest.

Let me know which one resonated with you!

A person sitting comfortably on a green couch, wearing a red sweater, enjoying a hot drink, with a blanket draped over the couch. Text at the bottom reads 'We need to take restorative breaks'.

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