A new term is just around the corner and the summer break is in the rearview mirror. Have you taken a moment to relax during your break? This time off from teaching is extremely important. You are probably tired from facing many challenges as an educator. Harmer (2015, p. 120), when discussing these challenges, says
At the beginning of a teaching career, most teachers are excited and enthusiastic. […] For most people at the beginning of their careers, these challenges are extremely exciting and totally absorbing. But they can be quite daunting, too, and, as the years go by, the pressure can become quite intense
Harmer suggests continuous involvement in CPD initiatives such as attending conferences, getting a certificate/diploma/degree, reading professional journals/books, writing articles, doing classroom research, etc, as an answer to the feelings of disengagement caused by the pressure of facing these challenges over the years. I want to offer different suggestions.
Learn something new! Harmer (2015, p. 126) says,
One of the best ways of re-energising ourselves is, perhaps, to learn something new. This is both to make ourselves feel better but also because, as Sue Leather suggests, ‘If you stopped learning as a person and as a teacher, what kind of model would that be for your students … we can’t hide who we are when we are in the classroom’.
Some of the skills you learn may be transferred to your lessons. For instance, I am learning how to sing and this has made me realize how I can use my voice properly. As I am somehow more connected to music, I can certainly use this new skill when designing lessons. However, not everything you learn needs to have a perfect connection to your job. Learn something because it is fun and it makes life more exciting. Life is movement and taking care of mental and physical health is key to have a sustainable life.
When it comes to teaching, I strongly suggest revisiting the key aspects of last year/term that you feel that need changing and that you need to keep doing. Change is a journey, and few journeys go according to plan.
Before you dive into your first lesson of 2026, take some time to audit your teaching practice using these four categories (K.I.S.S.):
KEEP: What worked last term? One of the most effective habits to maintain is a consistent “settling” routine. Whether it’s starting every class with a simple song, the date, or a quick vocabulary warm-up, these predictable beginnings reduce student anxiety and signal that it’s time to focus.
IMPROVE: What felt a bit “messy” last time? A common issue is classroom transitions, the noisy gaps when moving from one activity to the next. This term, try using non-verbal signals like a bell or a visual timer to manage these shifts without having to raise your voice.
START: What simple habit can boost engagement? Start using “wait time.” When you ask a question, consciously wait 5-10 seconds before calling on someone. This gives students with lower proficiency levels the extra time they need to process the language and formulate a response, significantly increasing participation.
STOP: What is draining your energy? Stop over-explaining grammar rules using complex “teacher talk.”. Instead, start teaching grammar inductively.
You may even take students’ perspective into consideration. In your first week, you may run a K.I.S.S. retrospective. Ask them:
KEEP: Which activities from your/our previous English classes helped you the most?
IMPROVE: What is one thing we do in class that would be better if we did it differently?
START: Is there a specific real-world topic (like travel, tech, or music) you want to focus on?
STOP: What classroom routines usually make you feel bored or frustrated?
I wish you all a new and bright new term/year! Take care of yourself and your loved ones. These are the most precious jewels you possess.
References:
HARMER, Jeremy. The practice of English language teaching. 5th ed. Harlow, England: Pearson Education Limited, 2015.
Jonas Ishikawa é um eterno aprendiz que atua na área da educação há mais de 8 anos. Já foi professor de inglês e hoje atua como formador de formadores de professores.
