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The Gift of Time: A Creative Solution for READ Act Training

This initiative provided teachers with uninterrupted time to complete READ Act training by organizing self-regulation stations for students before a long break. This creative solution allowed teachers to focus on professional development while students engaged in meaningful activities that promoted social-emotional learning.

Idea from Emily Sternberg, Principal of Rossman Elementary in Detroit Lakes, MESPA's Western Division

Identifying the Challenge

The READ Act training is an extensive professional development requirement for elementary teachers, with modules that take significant time to complete. While teachers valued the training and were eager to apply their learning, finding uninterrupted time to focus on it proved difficult. With the holiday season approaching—a time already packed with responsibilities—Emily saw an opportunity to create space for teachers without disrupting instructional time.

A Creative Approach: The Gift of Time

Emily reached out to school counselor Kari Gloege with a bold idea: giving teachers a full additional prep period by leading structured activities for an entire grade level. While initially skeptical, Kari embraced the challenge and designed engaging self-regulation and social-emotional learning (SEL) stations for students.

The result was a well-organized, 50-minute session where Emily and Kari led students who rotated through various calming and reflective activities while teachers used the time to focus on their READ Act training.

Engaging and Supporting Students

Rather than defaulting to passive activities like a movie or something high-energy where the teachers may not appreciate the transition back to the classroom, Emily and Kari designed 13 stations. These stations equipped students with self-regulation tools they could use both at school and home. Some examples include:

• Breathing Exercises: Practicing mindful breathing techniques to manage stress.

• Calming Tools: A “water station” where students watched slow-moving liquid timers to promote relaxation.

• Collaborative Puzzles and Games: Encouraging teamwork while providing a quiet, focused task.

• Creative Expression: Students built their own penguin artwork, connecting their designs to personal emotions and self-identity.

• Instrumental Music and Visual Elements: Soft background music and a projected fireplace created a tranquil atmosphere.

There were about four students per station. Students spent about four minutes at each station, and then they had to move on. If students didn’t finish in the allotted time, Emily and Kari encouraged students to take paper-based activities home and if they felt stressed or bored, they could return to the activity then.

To further enhance the experience, fourth and fifth-grade students volunteered to assist younger students at the stations. High school students and PTO members also contributed by setting up materials.

Overcoming Challenges

Lessons for Other Schools

For principals looking to replicate this initiative, Emily suggests:

• Identifying Key Support Staff: Counselors, media specialists, or even PTO volunteers can play a vital role in planning and leading activities.

• Maximizing Available Spaces: Utilizing multiple locations ensures smooth transitions and minimizes overcrowding. Emily and Kari used 2 spaces with about 50 kids and 13 stations in each space.

• Keeping Activities Purposeful and Engaging: Hands-on, calming stations provide students with valuable skills while giving teachers uninterrupted time.

“Think about the people that can help and the space [you] have,” Emily recommends. “Once those organizational pieces are in place, it flows pretty easily.”

A Win-Win for Teachers and Students

The Gift of Time Project proved to be a success, offering teachers a rare moment to focus on professional learning while providing students with meaningful, self-regulation strategies. By thinking creatively and leveraging existing resources, school leaders can ease the burden on teachers while maintaining an enriching experience for students. As Emily reflects, “As principals, we have our finger on the pulse of our buildings and respond to the needs of teachers and students. In this case, we responded with creating space and calm for all with the gift of time."