Tamera Musiowsky-Borneman and C. Y. Arnold have developed a way to bring a minimalist mindset to the classroom and shed the burden of too many initiatives, strategies, and "things" in general. Their Triple P process helps teachers declutter in three steps: identify something's purpose, prioritize what is important, and pare down to essentials.
Because the Triple P process emphasizes structured and candid self-reflection to determine what is essential, meaningful, and useful—and then discard what is extraneous—The Minimalist Teacher can be adapted to the physical classroom environment, curriculum, instruction, assessment, and more. Each chapter provides sample reflection questions and brainstorming activities to help teachers
- Reduce mental and physical waste.
- Manage burnout and stress.
- Advocate for minimalism in the school.
- Prioritize resources that best support student learning.
Teachers face countless decisions every day, few of which are easy, but they don’t have to be overwhelming. No matter the classroom, you can take control of your daily decisions in a way that reduces educator stress and builds a better learning environment for students.
Tamera Musiowsky-Borneman is an international education adviser, teacher coach, and classroom teacher who has taught and led in Singapore, New York City, and Edmonton, Canada. She is a past president of ASCD Emerging Leaders Alumni Affiliate (ELASCD). She values simplicity and clarity and has created a coaching model centered on the idea of coaching teachers in short, flexible, and focused chunks of time, with personalized content. Musiowsky-Borneman has contributed content to ASCD Inservice, ASCD Express, Illinois ASCD’s newsletter, EdWeek Teacher Blog, and Achieve the Core about student engagement, inclusion, agency, and ways to develop classroom and school culture.
C. Y. Arnold is an Australian educator working both at home and abroad. She has worked in Australia, Japan, Singapore, and Belgium as a teacher, coach, mentor, co-teacher, coordinator, tutor, and supervisor from early childhood education to adult education in the university sector. Her dedication to the field of education has led her to serve on the board of the Singapore chapter of SENIA, publish educational articles, and present at various international and Australian conferences. Her interests in education include exploring research-based pedagogy and practice, inclusive education, quality early childhood education, inquiry, and promoting well-being for our students and teaching colleagues.
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