070. How to Set Boundaries (and Stick to Them!)

Teaching to the TOP

Teaching on the Double

Parenting, Education, Self-improvement, Kids & Family

4.8 • 667 Ratings

🗓️ 29 April 2021

⏱️ 35 minutes

🔗️ Recording | iTunes | RSS

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Summary

We all have to set boundaries in our lives. Whether you are like Bridget and drink too much diet coke or you are like Michelle and you can get engrossed in a project and commit every breath you can to getting it done. Boundaries are what helps to keep the balance in our life. The problem with setting boundaries is not necessarily recognizing what needs to be done but how to maintain the boundary. A lot of what we recommend in our episodes is to build discipline but we’ve also figured out a few strategies that you can take in order to establish and stick to the boundary you’ve created. In this episode we discuss: The steps for establishing a boundary in your life Explain ways for how to stick to boundaries Give insight into our own personal boundaries and what we have done to stick to it over time Identify roadblocks that are preventing you from maintaining your boundary What it means to say NO more often Be sure to check out our planner launch on May 1st!!! You can click HERE to grab it now. You can also submit your TSH HERE to be featured on a future podcast episode. SUBSCRIBE & REVIEW Are you subscribed to our podcast? If you’re not, I want to encourage you to do that today. I don’t want you to miss an episode. Click here to subscribe to iTunes! Now if you’re feeling extra loving, We would be really grateful if you left us a review over on iTunes, too. Those reviews help other people find our podcast and they’re also fun for us to go in and read. Just click here to review, select “Ratings and Reviews” and “Write a Review” and let us know what your favorite part of the podcast is. Thank you!

Transcript

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0:00.0	Well, hello there, top teachers. We are your host, Bridget Spackman and Michelle Emerson, and we are here to make
0:06.6	your life easier by helping you master your time, organization, and productivity as a teacher.
0:12.3	Today is going to be one of those episodes that I wish I would have listened and heard a long,
0:17.8	long time ago. And it's all about setting boundaries, which is something that teachers need
0:23.2	more of. We're going to give you some strategies for creating those boundaries between work and personal
0:28.2	life. And we're also going to share how you can actually stick to them. Oh, I'm so excited.
0:34.7	But first, let's hear a TSA from Emily. Emily says her time-sucking hurdle
0:39.8	has been trimming the fat on a lot of my work while at school. I use your amazing tips and ideas
0:46.4	to be a top teacher, but I've recently been finding myself feeling like I don't do enough.
0:51.4	So I find excuses to stay later and do unnecessary things. I hate fluff,
0:56.1	but I see others do fluff and feel the pressure to fluff up my lessons. How many fluffs did we say
1:02.4	there? But that was great. I mean, and it's, here's the thing, Emily. Like, we have all felt this way
1:07.8	at some point. And it will continue to pop up. You're going to have those feelings
1:13.0	of I don't feel like I'm doing enough so I need to add in the extra fluff that you keep saying.
1:18.8	I know that I have also caught myself thinking that I am such a horrible teacher. I'm not doing
1:24.3	enough for my students. I need to and here's the thing. At the end of the day, I literally
1:29.1	have to tell myself, Bridget, just stop it. Like, you cannot keep saying this to yourself. And when these things
1:34.5	come to our mind, we have to constantly remind ourselves about our why. This is the purpose for what we are doing,
1:41.4	and this is what needs to drive us. Plus, we also have to remember that we
1:45.6	have to be ourselves and not someone else that we either see online or in the hallway.
1:51.8	Yeah, Bridger, that was so on point, per the usual. I think we have all felt this way. It has
1:57.1	happened to all of us. If you've never experienced that, please show me your ways because I
	...

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