Burned Out, Beaten Up, and Fighting Back (Book Review)

Burned Out and Beaten Up…let’s do something about this!

It’s quite telling that decades of education reform has really resulted in a loss of the professionals who give everything for students.

Math teachers, do you feel burned out, overexerted, and stressed to get student scores higher and higher?

This is a great book review to take back the narrative that has demeaned and demoralized education for so long.


Burnout is not what you think is it. It is real, and it is not shameful to confess it. You are no less of an educator because of it…in fact, you might just be too much of an educator!

In her new book, Dr. Latoya Dixon tackles the issue of burnout and confronts the narratives and mindsets that cause it to happen.

I decided it was time to tell the truth. It was time to end the narrative of the superhero educator whose dedication and committment to positivity was everlasting and unbothered by the demeaning education narrative.

Confession of Burnout

She begins with a strikingly honest confession of her own burnout as a highly successful school principal. It’s a confession that is all too often looked upon as shameful and embarrassing. Educators overexert and overextend themselves and are shamed when they burn out, predictably.

Over the past decade or so…

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Action Research Update

The journey of action research began in my mathematics classroom several months ago. I had already started focusing on small group instruction, but I wanted to find research based strategies to support my approach.


Researching articles to support small group instruction was a very interesting task. I wanted to find peer reviewed articles that focused on student performance and growth in small group settings, as well as strategies to support small group instruction as an intervention. The research showed that students from all levels show increase when supported in a small group setting. Students preferred the one-to-one instruction, and were more engaged in the lesson.  Additionally, the research I reviewed stressed the importance of using data to drive the small group instruction.


I was on the right track! I used date from formative assessments to drive my small group instruction. I am focused on students of all levels who need focused support as an intervention. Students are engaged in the learning process, and ask if they are going to be part of the small group. So far the results of using small group show growth in my students academic achievement as well as in their mathematical confidence levels. I look forward to see how they perform on their state assessment…not just for them, but for me to strategically plan my small group instructional practices going forward.