Drama Teachers

Even in the middle of struggle, the arts create space for laughter, beauty, imagination, and play. They remind us that humans are storytellers and creators, capable of imagining solutions, expressing emotion, and finding hope even in the darkest moments. They remind us that creativity still exists, that stories still matter, and that joy is still allowed. Sometimes, joy is not frivolous, it is a form of resistance. (We love this quote from Toi Derricotte: "Joy is an act of resistance.”) In challenging times, when stress, uncertainty, or adversity can feel overwhelming, the arts offer a way to pause, reflect, and reconnect with what makes life meaningful. And the way we experience the arts in these moments doesn’t have to be trauma-based: It’s okay to laugh. It’s okay to have fun. Joy is also a form of resistance. It gives us the capacity to withstand and recover. At Theatrefolk, we see this power of the arts in classrooms and on stages every day. Students discover confidence as they step into new roles, speak their ideas, or create characters and worlds from scratch. Teachers cultivate supported spaces where risk-taking is encouraged, collaboration is practiced, and every voice is valued. The arts are not simply extracurricular activities; they are essential spaces where learning, empathy, and human connection happen simultaneously. In difficult times, the arts do not disappear. They become even more necessary. We hear from teachers every day as they look forward to putting on their next play, sharing their competition successes, or asking questions. We are in awe of your resilience. Teachers, please keep doing what you do. You matter. Your work matters, the communities you build matter, the joy you create matters, now more than ever.

Maintaining a healthy work-life balance as a theatre teacher can feel like walking a tightrope. Between directing shows, coordinating rehearsals, and guiding students through creative growth, it’s easy to let personal time slip away. However, balancing professional passion with self-care is essential not just for your well-being, but also for the success of your students. Here are 10 practical strategies to help theatre educators stay energized, fulfilled, and effective. 1. Recognize your importance.Understand that your work makes a significant impact on your students, even if they don’t always vocalize it. Your dedication shapes their confidence, creativity, and love of theatre. Acknowledging the value of your contribution can help you maintain perspective during stressful periods, and remembering that your role matters can reduce guilt when you take necessary personal time. 2. Accept that sacrifices are part of the job.During productions, personal time will inevitably be limited. Accepting this reality allows you to plan proactively rather than feeling frustrated. Recognizing that intense periods are temporary can help you navigate them with less stress. It’s not about avoiding the work, but balancing it with thoughtful self-care. 3. Plan rewards after big projects.Having something enjoyable to look forward to after a show is crucial. This could be a relaxing weekend at home, a special dinner with friends or family, or a small personal indulgence. Planning rewards provides motivation and helps reset your energy after demanding weeks. These rewards act as a mental checkpoint, signaling that your hard work has a positive payoff. 4. Prioritize rest and recuperation.Taking time to recharge is essential for maintaining your energy. Sleep, downtime, and brief breaks can dramatically improve your effectiveness and mood. Rest is not optional, it is part of being a strong and responsive educator. Without it, burnout can affect your teaching, directing, and overall enthusiasm for theatre. 5. Recognize when you’re overextended.It’s easy to overcommit when you're passionate about theatre and your students. Learn to identify signs of fatigue, irritability, or declining efficiency. Being self-aware allows you to step back when necessary and reassess commitments. Saying “no” strategically is an important part of maintaining balance and sustaining long-term success. 6. Set boundaries for rehearsals and work hours.Clearly defined work hours help maintain structure and protect personal time. Inform students, parents, and colleagues about expectations for after-hours communication and rehearsal schedules. Boundaries ensure that your dedication does not come at the expense of your personal life and relationships. They also model healthy time management for students. 7. Delegate and collaborate.Leverage the support of assistants, parent volunteers, or co-directors whenever possible. Delegating responsibilities, from props to costumes to scene changes, reduces your workload and fosters a team-oriented environment. Collaboration can also bring fresh ideas and energy to the program, relieving some of the pressure on a single individual. 8. Celebrate small wins.Take time to acknowledge progress throughout the rehearsal process, not just at the final performance. Recognizing achievements, both your own and your students’, can provide a sense of accomplishment and motivation. Celebrating small milestones helps maintain morale and makes the journey more enjoyable, even during busy periods. 9. Integrate fun into the process.Remember to inject joy into rehearsals and teaching moments. Humor, games, and creative exercises benefit students while also reducing stress for you. Making the process enjoyable fosters a positive environment and reinforces why you became a theatre educator in the first place. Fun is not a distraction, it’s essential for sustainable engagement. 10. Remember that self-care benefits your students.Taking care of yourself ultimately benefits your students. A teacher who is rested, motivated, and energized can inspire and guide more effectively. By modeling self-care and balance, you teach students the importance of boundaries, resilience, and personal responsibility. These are lessons that extend far beyond the stage. This approach ensures a sustainable, rewarding theatre program without sacrificing your well-being.

My first blog post at Theatrefolk went live 10 years ago (check it out here). Since then, I’ve realized that the most valuable lessons aren’t always about curriculum, rehearsal strategies, or theatre history. They’re about people — the teachers who show up every day, the students who challenge us daily but also rely on the drama classroom as their safe space, and the communities built around the work we do. Here are some of the things I’ve learned from 10 years of listening to, writing for, and supporting drama teachers. 1. Drama teachers are some of the most creative problem-solvers on the planet.Give a drama teacher a classroom with no stage, a budget of zero, and 30+ students of wildly mixed abilities, and they’ll create magic. I’ve heard so many stories of teachers turning cafeterias, libraries, and gymnasiums into theatres, transforming the most mundane objects into sensational props and costumes, and teaching lessons with nothing more than a rolling cart and a lesson plan. Drama teachers don’t wait for the “perfect” conditions, they build something meaningful with what they have. That’s real artistry! 2. Students don’t need to become actors to benefit from drama class.Not every student will go on to pursue theatre, but every student who takes drama class can walk away with increased confidence, resilience, collaboration skills, and communication skills. Teachers frequently share stories of shy students coming out of their shells, anxious students demonstrating bravery, and loner students finding their place. Drama teaches social-emotional learning skills, teamwork, and empathy — all things that students will use in their everyday lives. 3. Ensemble mindset is key.Having an ensemble mindset is vital for success. I’ve said it again and again: Theatre is a collaborative medium. In the drama classroom, students learn and practice how to listen, support one another, give and take space, grow and build trust, and fail (and recover) together. A strong ensemble mindset can bring the toughest group together into a team, while a poor ensemble can make even the best lesson plan fall flat. 4. Simple activities done well are more powerful than flashy activities done poorly.You don’t need the most complicated activities to keep your students’ attention. Exercises like Tableau Scenes from a Book and Scenes from a Bag are simple, fun, and they work. They teach communication skills, active listening, and teamwork in a way that is easy for students to execute. There’s no sense using an elaborate activity that students don’t fully understand. Same with productions — yes, it’s nice to have a fancy set, glamourous costumes, and the hottest technology, but you and your students can also make magic with just a few rehearsal cubes and your imaginations. Sometimes, simple is best. 5. Students take more risks when they feel safe.Drama requires students to show their vulnerable sides, which isn’t easy, especially for beginning drama students. The drama teachers who build trust first and create safer spaces for their students tend to see those students eventually take bigger risks in the classroom. Students aren’t generally afraid of performing, they’re afraid of being judged by their peers. Creating a drama classroom that is safe and accepting makes students feel more at ease. 6. Teachers need community just as much as students do.One thing I’ve heard from drama teachers is that they often feel isolated, misunderstood, shuffled to the side, or unappreciated. Frequently, they’re the only one in their school doing what they do. That’s why online communities and resources (like Theatrefolk and the Drama Teacher Academy!) matter so much. Teachers thrive when they can exchange ideas, celebrate wins, vent, ask questions, and feel seen. Theatre is collaborative — theatrical education should be too. 7. Students don’t need perfection, they need presence.The most impactful drama teachers aren’t the ones with flawless lesson plans and the most impressive productions. They’re the ones who show up fully and authentically. Students remember the teachers who believed in them, who made them feel safe, who laughed with them, and who saw them for who they really are. 8. Theatre education keeps evolving — and that’s a good thing.There have been huge shifts in the realm of theatre education, including more emphasis on inclusion, better understanding of trauma-informed practice, the rise of intimacy direction, increased use of technology in the drama classroom and productions, and more focus on student voice and choice, as well as the temporary pivot to online learning and production during the pandemic. Drama education is not static; it changes as the world changes. And teachers keep rising to meet these changes. 9. Reflection is just as important as action.Reflection is vital for students to really absorb moments of learning. Exit slips, check-ins, and class discussions help students develop self-awareness, process emotions, track their growth, and consider what worked well and what could be improved upon. Reflection also gives teachers the chance to get to know their students better and helps them to better understand what students got out of the lessons. Reflections help everyone to pause, consider, evaluate, and then move forward. 10. Drama education is work that matters.If you’ve ever doubted your impact as a drama teacher, please don’t! Drama class is where students learn to collaborate, communicate, create, take risks, build confidence, and express themselves authentically. For many students, the drama classroom is the one place they feel at home. Drama teachers change lives! A final word from Kerry: Thank you, drama teachers, for everything you do. The long rehearsals, the lesson planning, the emergency fixes, the hours spent caring about students who really need you. It has been an honour to be part of the Theatrefolk community for the past decade, and to share in the incredible work of the Drama Teacher Academy community. I carry every lesson — and the deep respect I have for drama teachers — with me on my journey ahead. Giant thanks as well go to the incredible team at Theatrefolk: Lindsay, Craig, Christy, and the rest of the crew. I am so grateful for this opportunity to share my love of theatre education with such a dedicated and passionate group of people.

Drama teachers, we see you. You pour so much energy into your students, productions, lessons, and trying to maintain some semblance of work-life balance, and we know it can take a toll on you. Maintaining your well-being and self-care isn’t a luxury; it’s a necessity for long-term sustainability and staving off burnout. • Do a check-in with yourself. How are you doing? How are you feeling? Do you still have passion for teaching theatre? This can help you determine what the next step in your self-care needs to be. • These 20 self-care tasks for teachers will help you to avoid burning out before you even begin. They’re simple, actionable, and effective. • Being a drama teacher isn’t a full-time job… it’s TWO full-time jobs. From lesson planning to marking to directing your school production, there are countless responsibilities to shoulder. However, it is possible to balance both of these full-time jobs without burning yourself out. This article contains tips and tools that drama teachers can use to teach their classes while maintaining and running their programs. • In this video, veteran theatre educators and playwrights Lindsay Price and Laramie Dean talk about what Laramie likes to do after completing a big show or project to help maintain work-life balance. There’s also a worksheet to help organize your thoughts on maintaining work-life balance on a weekly basis. • It’s tempting to use summer and winter breaks to either get caught up or work ahead, but please take that break to rest, rejuvenate, and refresh. No matter what season or hemisphere you’re in, we’ve got helpful suggestions for you to get yourself feeling better. Remember: self-care is NOT selfish. And while we joke about self-care not just being about candles and bubble baths, if that is what helps to refill your cup, then get in that tub and relax! • Experiencing rehearsal burn-out or drama class burn-out, or even both, is not fun. But we’ve got you covered. Our top tips for dealing with burnout? Set boundaries, and delegate as much as you can to other staff members, higher-level students, and volunteer parents. For example, you might have students use peer assessment rubrics or self-assessments for some assignments to help reduce the amount of grading you have to do. Setting boundaries protects your time, and delegating tasks as much as possible will help set you up to successfully complete the tasks that only you can do. • Mindfulness activities are great for students but also so helpful for teachers. Here are 10 mindful minutes activities that you can use both in the drama classroom and in your everyday life to create calm and ease anxiety. • We always preach making healthy choices to our students, but when was the last time you subsisted on something other than coffee and takeout, especially during show week? Here are some health and fitness tips for drama students that again are also beneficial for teachers. As the saying goes: an ounce of prevention is worth a pound of cure. • Reach out to others in your community: other drama teachers, performing arts communities, online communities, whoever is available. However you might be feeling at the moment, chances are there is someone out there who has felt how you’re feeling or been where you are, and they’ll be able to commiserate with you, offer solutions or help, or at least remind you that you aren’t alone. • Read over the following affirmations and words of encouragement. Copy them into a notebook or print them out and post them somewhere you’ll see them frequently. • Back to School Affirmations for Teachers • We See You. We Hear You. We Are With You. • Motivational Words for a Struggling Drama Teacher • What Is the Best Thing About Being a Drama Teacher? • Why Drama Class Matters More Than Ever, Even in Challenging Times • 10 Reminders That What You’re Doing as a Drama Teacher Matters • Keep your creative cup full. Attend a show you didn’t direct, read a play just for fun, or take up a hobby that has nothing to do with school or drama class, just for you: painting, yoga, singing in a choir, dance class, sculpting, whatever brings you joy.

Being a drama teacher is incredibly rewarding, but it’s also deeply misunderstood. From long rehearsal hours to teaching real academic content, theatre educators often find themselves having to justify the value of what they do. Sound familiar? We went straight to the source to get the inside scoop from those who’ve been there: drama teachers. We asked: What's the one thing you wish other teachers understood about teaching theatre? Theatre Is Real EducationIt’s a real class with real standards and objectives and benchmarks, just like math or English. We are doing real learning EVERY DAY, EVERY CLASS. (Chelsea P.) I wish they understood I really teach content: theatre history, theatre conventions, plays, etc. We don’t just rehearse or practice in class. We have class. All the rehearsing and performing happens after school… after a day of teaching. (Kim M.) It may look like I'm just "playing" with the kids but I promise, there's a lesson behind it for the kids to learn from. (Melanie PG.) That we support core classes in more ways than they can count: literary analysis, measuring, study of historical time frames and cultures, adding fractions, creative writing, algebra, geometry… the list goes on and on. (Colleen M.) Theatre Teaches Life SkillsThe students aren’t just “learning lines to do a play,” they’re learning life skills to equip them for adulthood: time management (dropping scripts by a certain date), self-discipline (memorizing lines outside of rehearsals), teamwork (helping others to succeed), cooperation (learning to work with people you may not necessarily like), brainstorming (discovering your creative self and seeing the creativity in others), vocabulary, “reading a room” (playing to your audience, using your intuition), communication (doing a Q&A/talk back), public speaking. So, these theatre students are doing much more than “a play.” (Elizabeth M.) I'm actually teaching them skills that make them employable. I'm teaching them how to work with a disparate group of people for a common goal. I'm teaching them how to communicate in real life, not on a computer. I'm teaching them how to speak and think on their feet. (Terri D.) We do more differentiation in one class period than some teachers do in a year or a semester. (Devan W.) The group might sound too loud, it may look like chaos, but it’s actually an ancient ritual taking place that has helped humans share ideas, bond, develop compassion, and realize the joys of publicly expressing “self” with each other for thousands of years. (Brenda C.) Theatre Is Hard WorkHow. Much. Work. Is. Involved. It’s a good thing that it’s fun! (Beth SG) The time commitment and the workload. (Ritchie J.) So many evening hours. (Elizabeth M.) It takes time to write, format, rewrite, and market. (Pam MS.) While it's the best "job" I've ever done, it's the most work and so time consuming. And yes, it can be tiring and hard work, long, long hours. (Kathleen O.) How much work goes on behind the scenes. Not just the set building and costuming but keeping the trains running on time and avoiding the various pitfalls of working with students in an environment that rivals athletics! (Gina B.) I taught high school drama classes, directed three major productions a year, took students to drama competitions on weekends, designed and taught students how to build scenery in my stagecraft classes, and did all the scheduling for our auditorium. And even though I was exhausted a lot of the time I loved every minute of my 33 years in education. (Mary B.) I have one person for each role, and if they're gone for whatever reason (understudy on hand or not) it throws things way off. (Sabrina B.) It doesn’t stop, the season. Once one show ends, I’m already knee deep into the other show or season. It’s year round! (Heather S.) That it's not all improv games and an "easy A." I teach content. (Tamara M.) Theatre Requires SacrificeI really WANT to be at your dinners, parties, and other events BUT rehearsals, set construction, and promoting the show have to happen while people are available. Unfortunately, that’s not always compatible with socializing with people outside of the production. (Julie R.) Theatre Builds Deep Connections Teaching theatre is more than a job. It’s an adventure. These are not just my students. They are my kids. We are a family. (Bil G.) That it may seem silly to them, but will forever hold our hearts. The connections made through intense rehearsal and show periods are lasting ones and go deeper than just "work friends." (Danielle SP.) Theatre Is for EveryoneTo be a part of the theatre you don't need to be good at anything before you get here. You don't need to be athletic or read music or have innate talent. Just show up. There are plenty of possibilities for you to find your niche. (Sara V.) Theatre is in everyone. (Suryadip M.) There are usually more people behind the scenes than on stage. (Shannon M.) Theatre Deserves Equal RespectIt's not a hobby. (Matt A.) That my students matter as much as athletes. All our students matter. (Caity T.) Additional Reading: 10 Reminders That What You’re Doing as a Drama Teacher Matters

As theatre teachers, we know that drama classes are important, but when schools and students are faced with challenging times, the value of those classes is often questioned. Complicated issues like budget cuts, school board elections, and social upheaval can put a target on a drama program, and when that happens it’s important to be able to articulate the value of drama classes in schools. Here are three illustrations of drama’s impact beyond a typical school setting: SkillsStudents learn skills in drama class that they don’t learn anywhere else in the general school curriculum. The most important of these are so-called “soft skills.” These include teamwork, communication, and creative problem solving, and are some of the most valuable skills in the working world. The drama curriculum teaches these skills every day through warm ups, games, activities, rehearsals, and performances. Performances are especially valuable, as preparing for a performance teaches students dozens of skills such as self-control, task management, and working with deadlines. If someone questions the need for drama classes in your school, point out that your classes are a laboratory for learning and applying soft skills, and that those skills are highly prized in the business community. CommunitySpeaking of community, drama classes are at the core of building nurturing and supportive communities in a school. Students in drama classes work to create an ensemble in any number of situations, from improv games to scene work to full productions. In an era when students are becoming more and more isolated and withdrawn, drama classes require students to work together in a creative environment. Sports and the performing arts are often the only parts of the school curriculum that require students to work together towards a common goal, but the arts have the additional benefit of being cooperative rather than competitive. For many students, drama class is the only time they get a chance to positively interact with their peers. Be sure to share that fact the next time someone suggests that drama classes are unimportant. EmpathyNo matter what subject they teach, teachers will tell you that teaching has changed. Students are more distracted and less connected than ever before. They have forgotten how to be a student, and in some cases they have almost forgotten how to be human. Thankfully, drama class is the remedy for that affliction. Drama class is the study of the human condition, where students learn about emotions and empathy. Through scripts and scene work, we ask students to see the world through the eyes of another, and walk a mile in their shoes. When a student has portrayed someone else, even for a short time, it becomes easier to empathize with others and see beyond the narrow lens of self-importance. Drama class requires students to engage their empathy, and that benefits society as a whole. Additional Reading: 10 Reminders That What You’re Doing as a Drama Teacher Matters 20 Ways To Advocate For Your Program

Being a drama teacher isn’t a full-time job… it’s TWO full-time jobs! Aside from the amount of homework and planning it takes to prepare a full teaching load, there are also the countless responsibilities associated with running a successful theatre program. It can seem difficult, if not impossible, to juggle both of these full-time jobs without burning yourself out. However, it IS possible to balance a full teaching load and thriving theatre program. Here are some tips and tools that veteran drama teachers can use to teach their classes while maintaining and running their programs. Have a planBalancing teaching and production does not happen by accident; it takes a lot of planning. That means you will need to think ahead, organize your responsibilities, and create a plan for how you will successfully execute all your activities. Envision the steps necessary to keep both your classroom and your theatre running smoothly, and start putting pieces in place to make sure those steps happen. Keep in mind that due to circumstances beyond your control, some of your plans might not always work out, but remember: the more you plan for the future, the less scary that future becomes. Having a plan gives you a path to follow and makes it more likely that you will complete the journey. Be preparedPreparation goes hand in hand with planning. There is no worse feeling than standing in front of a group of students and being unprepared. Whether you are preparing lesson plans, or are generating the necessary paperwork for the next after school audition, being prepared for events before students walk through the door is the difference between a panic attack and a walk in the park. The stress of being unprepared will burn you out faster than almost anything else in the world of teaching, so use your planning period as effectively as possible and take the time to prepare ahead of time whenever possible. DelegateThere are a LOT of responsibilities associated with having two full-time jobs. That is why you should delegate as many appropriate responsibilities as possible. From having students distribute and collect papers in your classroom, to giving parents the authority to build set pieces off site, any tasks that you can take off your plate will give you the breathing room to manage the responsibilities that you CANNOT delegate, such as grading papers or directing the show. Furthermore, delegating responsibilities throughout the production process has the additional benefits of providing students with valuable leadership opportunities and greater ownership of the production. Self-careThe key to a long and successful career is self-care. The most successful drama teachers know that they need to take a break every now and again to reset their brain and recharge their batteries, otherwise they run the risk of burning out. Balancing full-time teaching with a successful theatre program is exhausting under the best of circumstances, and if you don’t take the time to unplug, you won’t last more than a handful of years before you crash and burn. Take the time you need to step away from the stresses of teaching and producing and connect with your family and friends. Unplug for the weekend or plan a trip for spring break, knowing that your classes and your program will be there when you get back. An occasional investment in yourself will pay dividends in sustaining your long-term career plans. Additional Reading: How do I maintain work/life balance as a drama teacher? Drama Teacher Self-Care (And No, We Don’t Mean Candles and Bubble Baths) 20 Self-Care Actions For Drama Teachers

“"The arts are a very human way of making life more bearable." — Kurt Vonnegut” Hey, drama teachers! Want to get students thinking about why they’re in your class? Let’s start with this powerful idea from Vonnegut. Think about it: why do people turn to the arts in times of joy, sadness, or struggle? Art isn’t just entertainment; it’s a way to process emotions, to connect, to heal. To make life bearable. Why Do We Create?Ask your students: When was the last time you turned to a song, a book, or a movie to help you navigate a tough moment? The arts offer comfort, expression, and understanding. Whether it’s the catharsis of acting out a dramatic scene, the emotional release of painting on a blank canvas, or the resonance of lyrics that perfectly capture what we feel - art helps us cope. The Arts as a Human NeedAsk your students: How has art helped you? Do you think it's a human need? Some may argue that art is essential, as it has been part of every culture throughout history. Others may see it as a luxury, something we enjoy but don’t need. Either way, it’s a great discussion starter! The Arts and ConnectionOne of the most beautiful aspects of the arts is their ability to create shared experiences. A play can bring an audience together in laughter or tears. A song can unite people across cultures. A painting can speak volumes without words. How have you seen or experienced this in your own life? Keep the Conversation GoingEncourage your students to reflect on these questions: • How do the arts help people cope with challenges or difficult emotions? Can you think of a time when a form of art - music, theater, visual art, or literature - helped you process something in your own life? • Vonnegut suggests that the arts make life "more bearable." Do you think art is essential to human life, or is it just entertainment? Why? • In what ways do the arts connect people and create shared experiences? How have you seen or experienced this in your own life? Let’s remind our students - and ourselves - why the arts matter. Let’s make drama (and all forms of art) purposeful, meaningful, and most importantly, human.

Being a drama teacher can be incredibly rewarding, but it’s not without its challenges. Between managing students, navigating school demands, and balancing your own well-being, it’s easy to feel overwhelmed or question your impact. In those tough moments, remember this: what you do matters — deeply. Here are 10 reminders to help you see the value in your work, even on the hardest days. 1. You provide a brave space. For many students, your drama class is the one place they feel comfortable being themselves. You create an environment where they can express their feelings, take risks, and build confidence without fear of judgment. That type of space is invaluable. 2. You foster creativity. In a world that often emphasizes tests and data, you give students the freedom to imagine, explore, and create. The skills they develop in your class will serve them far beyond the stage. Remember that student who turned a simple prop into a brilliant comedic moment? That’s creativity in action. 3. You build life skills. From teamwork and communication to problem-solving and adaptability, your students are learning skills that will benefit them in every aspect of their lives. Drama teaches students how to collaborate, listen, and think critically. 4. You create lasting memories. Think about the students who will look back on their time in your drama program and remember it as one of the best parts of their school experience. The friendships, performances, and moments of triumph you help create will stick with them for years. 5. You inspire confidence. For some students, stepping on stage feels impossible at first. But with your guidance and encouragement, they find their voice and build the confidence to take center stage — whether in a performance or in life. 6. You celebrate individuality. Drama isn’t one-size-fits-all, and you embrace that. You help students see that their unique talents, ideas, and perspectives are worth sharing. That validation can change lives. 7. You offer an emotional outlet. Your class may be the only place some students feel comfortable expressing their emotions. Drama gives them a healthy way to process feelings, build empathy, and connect with others. 8. You encourage resilience. Theatre teaches students to handle mistakes, adapt when things go wrong, and keep going no matter what. Those lessons are crucial in school, on stage, and throughout life. Think of the student who kept going after forgetting their lines — that’s resilience in action. 9. You champion the arts. In a world that sometimes sidelines creative subjects, your dedication to drama keeps the arts alive and thriving in your school community. That advocacy is vital for students who find their passion in performance. 10. You change lives. Never underestimate the power of your influence. Students may not always express it, but your guidance, encouragement, and belief in them can shape their path in incredible ways. You are making a difference, one rehearsal, one performance, one student at a time. Final thought: On the days when you feel like what you do isn’t enough, remember this: you are giving your students more than just a class. You’re giving them a space to grow, connect, and discover their potential. Think back to a student who surprised you - what role did your support play in their journey? Drama teachers everywhere face these same challenges, and together, we keep making magic happen. Your commitment, dedication, and support matter more than you know. Additional Reading:Developing a Drama Teacher Community How do you Define Success as a Drama Teacher What Motivational Words Would You Offer a Struggling Drama Teacher? Drama Teachers: We See You. We Hear You. We Are With You.

…A time machine, you say? Interesting. If you gave me the chance to go back and talk to a younger version of myself as a teacher, what would I say? A couple of things come to mind… First and foremost, have a plan for discipline. I know you have a general idea of how classroom management is going to work, but these real-life students are not the same as the children you have imagined in your head for so long. And more challenging still, EACH CLASS IS GOING TO BE DIFFERENT! So the discipline strategies you end up using in one class will not be nearly as effective in another. Be prepared to adjust your classroom management strategies day by day, and class by class, and more than anything, practice “patient consistency.” What is patient consistency? Glad you asked. Classroom management is going to be the foundation of your classroom, and your classroom will not be able to function if that foundation is unstable. You will have to constantly teach and reteach your classroom rules, especially during the first few weeks and months of each new school year. This repetition can quickly get frustrating and exhausting. That is where patience comes in. The only way for your classroom management plan to take root is with patient consistency. It may take a while, but your students will get it eventually. However, until they do, be calm, patient, and professional, and have a plan. And second, have fun. Have fun when the bureaucratic absurdities and district mandates make you question your career choices. Have fun when the counterproductive school-wide initiatives start to cut into your core curriculum. Have fun when the normally easygoing student melts down in the middle of your favorite class. Take a breath. Center yourself. And remember: You don’t teach theatre because of the unparalleled respect and lucrative salary. (Right?!?) You teach because you love theatre and you want to share that love with your students. I know you are concerned about discipline, and curriculum, and having bus line duty, and making a good impression on your admin, and a laundry list of other pressing worries. But don’t let those worries distract you from your love of theatre, and your love of teaching! Sharing that love should be fun. So that’s it. Pretty straightforward… Oh Shoot! One last thing! Get that container out of the fridge in the teachers’ lounge before it turns fuzzy. It’s already starting to smell…

Are you looking for top-notch curriculum materials, valuable teaching resources, professional learning, and a supportive community for your drama classroom? Whether you're a new drama teacher, new to teaching drama, or looking to freshen up your theatre classroom materials, the DTA is for you. A Drama Teacher Academy membership helps you be the best you can be in the drama classroom. Join the online community that provides classroom materials, educational resources, and professional development just for middle school and high school drama teachers. What's Included?• Full-year curriculum plans for middle school and high school • Professional Development courses just for drama teachers • Sub plans and stand alone units at your fingertips • Resources to support your students • A community of support for you How Much Does it Cost?• A monthly membership is $37/month, no minimum time commitment, stay as long or as short a period as you like, or come and go as you please. • An annual membership is $444 with options for your school or district to pay. Click here to get a quote for your admin. What If I’m Not Sure?• Try out DTA risk-free! New memberships come with a 30-day money-back guarantee, no questions asked. How Can I Get More Information?• Click here for the full details, including sample lessons, a sneak peek into our materials, and information to share with your administration. Still Have Questions?• Contact us: help@dramateacheracademy.com or, • Use the live chat feature on this page to connect with a real person who will be happy to assist you.

Drama teachers are special people. Sharing their passion for theatre and the arts with their students is an incredible gift, and the impact of a great drama teacher extends far beyond the classroom. So, we asked drama teachers: What is the best thing about being a drama teacher? So. Much. Fun.I laugh every day at work. Often multiple times a day. I cherish that. (Karl M.) People don’t bat an eye when you dress weird. (Brittany M.) It’s fun. We get to be silly and create things together. (Brianna F.) Being able to let loose and have fun with the kids. (Shannon J.) Getting to play all day long. (Adrienne L.) Allowing kids to play again. (Steven S.) The lightbulb momentsTeaching them that playing is beneficial, learning how to embrace failure, and creating a growing mindset. (Danni R.) Seeing students whose master status is “I can’t” become confident and capable young adults. (Pat S.) The lightbulb moments. (Sharon S.) Seeing the lightbulb, enjoyment, and excitement in my students!! (Caitlin P.) Watching people find the joy of discovering that they can do way more than they thought, especially kids! (Angela V.) The creativity! The ‘AHA’ moment of how to play a scene or realizing why cheating out to the audience is to their advantage! (Chuck R.) Watching them ‘get it’ and seeing their little minds explode with creativity! (Vicky B.) Lightbulb ‘AHA’ moments. (Amina J.) Watching kids discover their voice! (Christi W.) Helping students become their best selvesWatching kids grow, soar, and maximize their creative potential. (Bernie D.) Watching students find a part of themselves they didn’t know existed and making something really positive out of it! (David B.) Getting a bunch of students together and showing them how through teamwork they can produce a shared experience of something that they will remember for the rest of their lives. (John S.) Witnessing students come alive through play, shifting into states of creative potential and exploration together, revealing the potential for this at any given moment. (Diana W.) Seeing kids learn and grow through something they love! (Skee R.) When a kid comes in nervous and says “I can’t do this” and in the end asks when auditions are!!! (MMS) Watching them discover their talents and ultimate potential!! (Greer M.) Empowering students. (Kate W.) Building relationshipsSeeing their talent grow and developing long-lasting relationships. There’s so much more but that’s a start. (Kim M.) Being the teacher a student remembers the longest after graduation. I’ve even gotten a couple of wedding invitations. (Kim R.) All my students and developing a bond with them that they have with no other teacher. (Cha Y.) Being the only class of the day where students can be themselves, create joy, and make meaningful connections with other humans. And this isn’t me just making assumptions — it’s what my students tell me. If that doesn’t fill my life with a sense of meaning and purpose, nothing will. (April M.) Connecting! (Ray W.) The impact and relationships made! (Paula S.) It’s all about the studentsSeeing kids come alive with what they love! (Jill O.) When I make students see that they are as beautiful and valuable as I see them every day. (Jeff S.) The students! (Katie B.) Definitely the kids!! (PPB) Every student and every moment. (Denise H.) Sharing a love of theatreTeaching the future of world theatre who will become theatre educators, performers, technical designers, production staff members, arts administrators, playwrights, then if they choose, parents who will share the power of theatre with their children, family members, volunteers. (Gai J.) Going to the theatre, cinema, or turning on a television and seeing former students doing their thing. (Heidy P.) Building a communityWatching someone find the group in which they thrive! (Nadine J.) The weird magical family we create together!! (Ali W.) The love and community, creativity, and laughs. (Jen D.) All the collaboration! (Brooke P.) Growing togetherGrowing with them! (Jackie V.) The discovery of self for all of us. (Lawrence W.) Being able to see a different side of the students outside of the classroom and being able to express myself in a different way outside of the classroom. (Irene I.) The joy of teachingThe memories. (Ale T.) Creating something new every day! (Jim M.) Changing lives! (Deborah F.) Everything! (Michael S.) Doing something new everyday! No two days are alike! (DFL) Joy! So much joy. (Hannah L.) The adrenaline of rehearsals. (Vanny E.)

At Theatrefolk, we celebrate the theatre educators who share their stories and continue to make their classrooms and stages a warm and wonderful place for all students. Julie Zatko is a Northwest Ohio based theatre director and educator. She is passionate about presenting new and bold works, juxtaposed with educating and creating theatrical opportunities for young thespians. For 13 years she held the position of theatre advisor for Rossford High School (Rossford, OH). While advisor, she directed a total of 38 productions ranging from classics to family musicals. Three of her productions were chosen as full length features for the Ohio EDTA Theatre Conference. She is currently involved with the The Toledo Repertoire Theatre, where she has directed main stage (Fun Home, A Gentleman’s Guide to Love and Murder) and Young Rep (West Side Story, The Crucible, All Shook Up) productions. She holds a seat on their Education Committee, and frequently teaches Young Rep acting/directing/playwriting/improv classes. She is currently directing Godspell for The University of Findlay. She holds a BA in the Arts (The University of Toledo, 2000). 1. What was it like for you as an LGBTQ+ teen? Like every other teen, with some anxiety , show tunes, glitter, and coping mechanisms to boot. It was a rollercoaster of emotions. Scared anyone would find out. Unsure of relationships when they found out the truth about you. Confusion at the overwhelming tsunami of feelings you had. Relief when you found your support. Excitement when you finally found “the one”, fully realizing what was right in your world. Growing up in this world is hard enough. In this day and age we must recognize the importance of individual growth, support, and building a healthy generation that is able to progress. 2. What’s important to you in terms of supporting LGBTQ+ teens today in your classroom? Visibility. Understanding. Respecting their pronouns. Our young students are more advanced than we realize. Many have a strong idea of who they want to be, and how they want to get their. Guidance is important. Even though they have an idea of who they are, materials and personal recognition will only help them make smart decision for their future. Lastly, make sure they feel included. Seeing themselves in your curriculum will make them feel a part of your program. Taking that extra time can do more good than you realize. 3. What is one thing you’d like to change in the drama classroom in terms of LGBTQ+? Its simply more inclusion. Showing every student the LGBTQ+ community existed way before they walked in your classroom. Share history. Names, plays, works of art, etc. Solidify that we exist, and our work is immeasurable. 4. What is something you want to share with teachers who have LGBTQ+ students? First off, if you are a part of the community, and live authentically, you are doing more than you realize by just being there. Many students have shown up because they knew “I was like them”. Even without saying it, they know, and they are really excited by you, and your support. I don’t need to tell anyone the word is drastically changing. Even in the last few years students have let it be known the importance of pronouns, and what they want to be called. They are communicating feelings we have to hear. Be there. Hear them. Work with them to make the space inclusive, positive, and nurturing. They are the future, we just have to make sure they have one.

At Theatrefolk, we celebrate the theatre educators who share their stories and continue to make their classrooms and stages a warm and wonderful place for all students. Dr. Jimmy Chrismon is a theatre educator with 17 years of experience in the public schools of North and South Carolina. He currently teaches full time as an Assistant Professor of Theatre Teacher Education at Illinois State University. He was an adjunct theatre faculty member at Winthrop University and Central Piedmont Community College. He has also worked for The Children’s Theatre of Charlotte and The Lake Norman School of the Arts. He has acted, directed, designed, and produced professionally for 24 years. He received his Bachelor of Arts Degree in Theatre Education from The University of North Carolina at Charlotte where he was a North Carolina Teaching Fellow. He received his Master of Education Degree in Theatre Education from The University of North Carolina at Greensboro. He completed his Doctor of Education Degree in Curriculum and Instruction from Gardner-Webb University. His dissertation was entitled “A Study of Theatre Teacher and School Administrator Perceptions of Traits, Characteristics, and Instructional Practices and Their Possible Role in Teacher Evaluation.” His current research focuses on trauma informed directing practices in the theatre classroom. He is the creator and host of THED Talks Podcast. He currently resides in Bloomington, Illinois with his husband, three children, and multiple fur babies. His professional affiliations include The American Alliance for Theatre Education, The Illinois Theatre Association, The Southeastern Theatre Conference, and The Educational Theatre Association. 1. What was it like for you as an LGBTQ+ teen? As a gay teen I was heavily involved in church where my identity as a gay man was shunned. It was something to be ashamed of and hide. I dated girls, but it never felt right. There was only one out gay person at my school, who I didn’t think I could be friends with so I avoided him. Even going into college, there were few out queer individuals in our theatre department. I went through conversion therapy and endured the consequences and aftermath of that practice until I stopped going and began to embrace that part of me with the help of friends and teachers. 2. What’s important to you in terms of supporting LGBTQ+ teens today in your classroom? In terms of supporting LGBTQ+ teens, when I was in the classroom as a high school theatre teacher I wanted my classroom and rehearsal space to be one that students felt loved and celebrated. It was and is important to me that my student know they are loved exactly as they are, right here and right now. I wanted my students to feel seen and represented in the work we did, with the scripts on my shelves, and posters in my room. I never tolerated language that could hurt my queer students. I was a fierce advocate for them. I never felt safe being an out teacher in SC, but my students knew they had an ally in me. In the work I do now, that hasn’t changed. I simply adjusted my lens to college undergraduate students preparing to teach theatre. Every course I have deals with DEIA topics in theatre education, and I don’t shy away from the LGBTQ+ topics, nor do I shy away from being my authentic self with my students. For me that is further representation that I did not have in my theatre teacher training. 3. What is one thing you’d like to change in the drama classroom in terms of LGBTQ+ One thing I would like to change in the drama classroom in terms of LGBTQ+ topics is the representation of real and authentic queer characters in the plays available for educational theatre. I am not speaking of plays that focus on a LGBTQ+ character or topic, but simply have characters who happen to be LGBTQ+. I also think stronger representation of transgender and non-binary characters is so badly needed in theatre in general, but specifically in educational theatre. 4. What is something you want to share with teachers who have LGBTQ+ students I want teachers to know we have an awesome responsibility and privilege to meet our students where they are. We get to know them better than most teachers in the school. We experience and explore emotions with them because they trust us. We must create spaces where they get to be their authentic selves and where their authentic selves are celebrated. Along the same lines, is to be understanding and accepting of the fact they are children and they shouldn’t have their lives figured out yet. They may explore their identity and go through many iterations of who they are as they discover that. Be present with them. Also, it is imperative to know your community norms and work within those norms. You can still be an ally in a super conservative area, it just may look different than in a more progressive area. Nonetheless, your LGBTQ+ students, whether they are out or they don’t feel safe enough to be out, see you. They look to you. They need you.

At Theatrefolk, we celebrate the theatre teachers who share their stories and continue to make theatre and the classroom a warm and wonderful place for all students. A veteran teacher of 26+ years, Cynthia is a current high school theatre teacher, Thespian club sponsor, SAGA club sponsor and parent to three LGBTQ+ children. “After putting up the show “She Kills Monsters,” and becoming a sponsor of our school’s SAGA club, my Southern Baptist church “home” called me in to “question” me regarding my “motives” and my teaching in my public school job. I immediately removed my (and my children’s) membership. After this, my youngest child felt comfortable enough to come out to me as transgender (AFAB). I am still very much in the midst of my deconstruction as I work to learn as much as I can and be as supportive as possible of my personal children as well as my LGBTQ+ students.” 1. What’s important to you in terms of supporting LGBTQ+ teens today in your classroom? • RESPECT: NOT using their dead name (providing instructions so that SUBS don’t use their dead name either; using correct pronouns). • Providing them with a safe space to express themselves. • Allowing them to see themselves and/or characters that represent them both in plays/literature and on stage. 2. What is one thing you’d like to change in the drama classroom in terms of LGBTQ+ Freedom to utilize LGBTQ+ materials/topics without having to be “censored” and without having to provide 30 day in advance written notice to allow the option of “opting out.” This completely hampers my ability to have “teachable moments.” It also makes me paranoid when doing improv activities or sharing student-created writing — if a student brings up an LGBTQ+ subject and someone complains, will I be legally liable? I would love to see theatre teachers unite against such anti-LGBTQ+ legislations and actually have legal representation for us to prove that this is detrimental to both our students and our teaching. 3. What is something you want to share with teachers who have LGBTQ+ students Regardless of whether or not you “understand” or “agree with” multiple genders or other LGBTQ+ issues, it is your responsibility and mandate as an educator to show respect and compassion to our LGBTQ+ students. Even when you make mistakes, most LGBTQ+ truly appreciate that a teacher is “trying.” It is also important to seek out training for inclusivity/respecting diversity beyond what is offered at your school (if anything).

At Theatrefolk, we celebrate the theatre educators who share their stories and continue to make their classrooms and stages a warm and wonderful place for all students. Michelle (she/her) has been an out and proud middle-school theatre teacher in Wake County, North Carolina since 2014. She acts as an advocate for diverse students through her work on the school Equity team and as an advisor to the student-led SAGA (Sexuality And Gender Alliance) group. At home, she enjoys spending time as a single mom with her 4 year old (AMAB) son, and as a partner to her girlfriend. 1. What was it like for you as an LGBTQ+ teen? Growing up I had no idea I was different in any way other than being the weird theatre kid. I assumed because I wasn’t interested in boys my age that I was just more mature than them. Also, I thought I was being realistic about the future, or lack thereof, a high school relationship would have. Coming from a smaller town, there was zero representation from adults in my schools, and the familial adults in my life grew up in a time when, if you did identify as queer, and even if everyone knew it, it just wasn’t talked about. So when I did finally realize my attraction to the (predominantly) same-sex, it was a bit shocking, not only to the people around me, but to myself as well. It made life more challenging in some ways, but it also made a lot of sense. Even at a young age, I was the kid in the room challenging my Sunday school teacher about why LGBTQ+ people weren’t going to get into heaven, not to mention many other seemingly-divisive moral code’s handed down to me through the adults in my life. It was lonely not realizing the part of my identity that has now helped me to connect more fully as a person, not only to a welcoming community, but also to the people in my life with whom I have experienced love. 2. What’s important to you in terms of supporting LGBTQ+ teens today in your classroom? My number one goal in my class is to make sure that every student who enters my room can find a space that is welcoming, different, and safe. I want student’s to feel as if they have an adult in their world that can act as an advocate and support system, and who is a role model for LGBTQ+ kids so that they can see a future as an out and proud adult living and working in the world. Too many queer students find themselves trapped in a cycle where they think the trauma they are experiencing now, when they have little control over their lives, will never end. And because of that, they self-harm or worse. They have no idea that it actually can get better. I want to be the catalyst for positive change in the potential of every student. If I can help one student through as they explore identities, I feel like I’ve done my job. 3. What is one thing you’d like to change in the drama classroom in terms of LGBTQ+ I would love to see more mainstream shows have the ability for characters to be either gender or gender non-conforming, without it being all about that character. “Normalizing” queer characters in every story being told would be a huge step in visibility within the theatre community and the public at large. Having a character’s gender not matter enough to the storyline to make a huge difference if it can be the director’s choice from school to school. Not that I don’t love queer-centered stories, but I think we rely on them too heavily to be the only source that fills the “diversity” quota in theatre. Queer-centered stories are still very important towards understanding the lives of LGBTQ+ people, but unless we can integrate them into all stories without a second-thought, we’ve not completed all our goals. Students struggle with seeing themselves as character’s in a show, which makes them hesitate to audition for roles. Or they would like to change a character’s gender to align with their own, but are unsure if the director would be open to the idea. These dilemmas often exclude, by their own choice sometimes, students from participating in theatre when they otherwise might have. 4. What is something you want to share with teachers who have LGBTQ+ students I want to be blunt: It isn’t about you. Let me repeat: It isn’t about YOU. Your personal ideas or opinions on identity and sexual preference should not influence your ability to embrace and connect to every child who walks through your classroom door. Please stop equating gender and sexual preference with sex. It’s not “inappropriate” to talk about, and by making it seem that way, you are potentially harming many students. Student’s know who they are and who they want to love, and for those student’s still exploring aspects of their identity, the dismissal of these things can make it that much harder for them to accept and embrace themselves. And taking it a step further, you have kids who do not identify anywhere within the LGBTQ+ community who have family members, moms, dads, siblings, cousins, who do fall somewhere in that spectrum. No one is asking you to publicly announce your support in a huge parade. You can disagree with the concept without disparaging students’ identities and families. Because it isn’t about you. It’s about helping young people grow into responsible, moral humans for our future.

We don’t teach drama and direct shows to receive gifts, but it’s always a nice surprise to receive something in recognition of the effort we put into our work. At the end of the term, or on closing night of your virtual production, your students might just surprise you with a token of their appreciation. Gifts don’t need to be expensive; in fact, the most memorable gifts are usually the ones that are chosen or created with thought and care for the recipient. We had a think about what the best holiday gifts for a drama teacher are and put together a suggestion guide. Happy holidays! Personalized Gifts(Spending time and effort, but not a lot of cash.) • A heartfelt written note, a piece of artwork, or a handmade card created and signed by students. • A video or digital slideshow of photos and/or memories from class or your virtual production. • A recording of students performing their teacher’s favourite song, or a recitation of an original poem or spoken word piece about the teacher. • A signed poster or cast photo from your most recent production, or if students are feeling ambitious, a scrapbook of photographs or handwritten letters and quotes from each cast and crew member. • If you’ve just closed a production, a small memento that is themed from the show is always nice. For example, some of the memorable gifts I’ve received from various productions included a Rubik’s cube with pictures of the cast and crew members (The Wedding Singer), a vintage 80s rock record (Rock of Ages), a journal and a package of Corn Nuts (Heathers: The Musical), and a set of gorilla-print drink coasters (Tarzan). Low-Cost Gifts(Students may wish to pool together a couple of dollars each and purchase a gift from everyone.) • A set of pencils personalized with the teacher’s name (so when students borrow them, they know that they have to give them back!). • A gift card to a local business that the teacher enjoys (many stores offer e-gift cards as well, for both convenience and keeping a safe distance). • A gift card to a local spa for a massage to work out those aches and pains. • A pair of blue lens glasses to protect teachers’ eyes from strain after staring at their computer screen all day long. • Go traditional with a bouquet of flowers — most companies can do contactless delivery. • A donation to a favourite charity in the teacher’s name. Free Gifts(Wouldn’t it be awesome if students did these every day, even when it’s not the holidays?) • For all students to submit all their assignments, on time, without having to be reminded or chased! • For all students to show up (on time!) for all distance learning sessions, and to participate in every exercise. • For all students to prepare themselves for class and rehearsals by reviewing the previous day’s material on their own time — without being asked. • For all students to have their lines memorized on off-book day! • For all students to approach each exercise with an open mind, a sense of curiosity, and the courage to try, fail, and try again. • A clean, tidy classroom each and every day. • An empty inbox over the winter break (in other words, let teachers have a restful holiday and don’t email them!). • See below for a free printable checklist for your students: What You Can Give Your Drama Teacher Every Day, For No Cost (Yes, They’re Totally Free!) Gifts to Avoid(Well-meaning, but maybe not the best choices.) • Food and beverage items are often lovely gifts, but approach with caution. Food allergies and dietary concerns aren’t always common knowledge shared between teachers and students. For example, it wouldn’t be good to give a gift card to a steakhouse to a teacher who is vegetarian. • Alcohol-related gifts are not appropriate in a school setting. • Mugs. Every teacher has about a hundred mugs already. • Scented items (candles, essential oils, perfumes/colognes) are very nice, but may wreak havoc on a teacher who is sensitive to odors and fragrances. • Live animals. This may sound out-there, but I have experienced it! My lovely and well-meaning cast of The Little Mermaid presented each member of the artistic staff with a live goldfish in a bowl. Giving someone the gift of a pet is challenging because they may not be prepared or wish to take on the responsibilities of pet ownership. They will have to purchase additional supplies for the pet (food, etc.), or they may have another pet at home already (I own a cat — maybe not the best environment for a fish!). If students have their hearts set on an animal-related gift, a piece of artwork or a plush toy version would be a better choice than a live animal.

Self-care is not selfish. It is necessary and important to your effectiveness as a teacher, and really is the best gift you can give both yourself and your students. Too busy putting everyone else’s needs first to know where to begin with your own? We’ve got 20 suggestions for self-care to get you started: 1. Take one day off. 2. Decide one thing to stop doing. Not everything, just one thing. 3. Say no to one thing. Not everything, just one thing. 4. Let one thing go. So your costumes won’t be perfect or authentic. 5. Ask for help for one task. From a student, a colleague, or your admin. 6. Make one personal appointment: the gym, yoga, hair/nails, etc. Write it down and keep it. 7. Pick one song, put on your headphones, close your eyes and be with the song. 8. Do one task at home: clean a room, do the laundry. Not all the tasks, just one. 9. Set an “end of work time” for the day. 10. Focus on one thing you can do today and do that. 11. Get air. Go outside for five minutes. Breathe. 12. Drink water. Eat a vegetable.Take a vitamin. 13. Actually have lunch. Don’t grade, don’t plan, give that time to yourself. 14. Watch five minutes of something that makes you laugh. 15. Talk to your best friend for five minutes. 16. If you have a free minute, instead of checking your phone, sit with your eyes closed. 17. Find your outlet. If you’re stressed, how can you get it out? 18. Set boundaries for work email and social media. Set a time when you stop responding. 19. Acknowledge your effort. You are working hard for your students. 20. Take a health review: mental health, physical health, sleep health, relationship health. Be aware that in order to do your best work, you need to take care of yourself.

Directing a show can be a challenge. Directing your very first show can seem overwhelming. So we asked drama teachers: What are your top tips for someone directing their first show? Material matters!Jessica L. says “Consider a vignette play. It helps break down everything into smaller sections. It keeps everyone from feeling overwhelmed.” Jeremy B. suggests “Pick a show that you know you can do, but that you also can be challenged by.” Ryan K. recommends “Pick something small, short and do-able.” Diana B. says “Know the play and characters, inside and out.” Set the stageMollie W. recommends “1. Get a good stage manager. 2. Get a good stage manager. 3. Get a good stage manager.” Grant R. says “Pick a stage manager you can trust and collaborate with who can take the reigns once blocking is done so you can step back and see the big picture.” Matt B. says “Think out the tech before you fully decide the show. Often people choose a show but don’t think about the tech.” Trust the teamJessica L. suggests “Ask the kids to show you their ideas.” Kait GW. recommends “Surround yourself with a team of people who have the experience to help you in everything, and that you trust. A good team is absolutely invaluable.” Jessica S. says “Sometimes you need a fresh set of eyes to take a look at your work and that’s totally fine. Don’t be afraid to bring someone you trust into the rehearsal room.” Porter J. suggests “Recognize and celebrate your artistic collaborators. It doesn’t weaken your authority.” Pam K. says “When you pick a show make sure it fits the people that you know you will have to cast. Good casting is a huge part of success.” Lu Lyn J. says “When choosing between actors in the casting process, always cast the person with whom you prefer to work.” Steven Z. shares “Cast the show as if you were going to be onstage with them.” Arielle R. says “Make sure the cast feels like an ensemble, create that environment.” Marly M. suggests “There are times in casting where an actor will be exactly what you want. There are other times in casting where the opportunity arises for an actor, through your leadership and guidance, to grow into a role. Both are beautiful experiences to behold.” Mario S. says “Get help!!! Don’t be a lone wolf.” Kylie S. recommends “Get people on your side. That means a good team of parents and volunteers involved, it means the admins and athletic directors, it means the community for sponsorship and marketing. It’s a big job, but it becomes easier if you have people supporting you!” Carol G. says “Do not estimate the power of an early style meeting with all designers. Discuss production and rehearsal expectations with your stage manager. Make prop and costumes lists and earlier than you think you should.” Mario S. shares “You pick the actors for a reason. Get out of their way. Let them take the characters places you would never think. You can always pull it back.” Porter J. says “Pay attention to the actors’ physical impulses to move. The movement may not be right but the impulses almost always are.” Plan your work and work your plan!Shelby S. says “Plan your rehearsal schedule backwards from opening night.” Pam K. suggests “Have your blocking written in although it may change. Have a rehearsal schedule and try to stick to it as best you can. You don’t want to sit around at rehearsal and figure out what you’re going to do.” Dan R. says “Know the venue – acoustics, entrances and exits, backstage possibilities, wings, fly space, dressing rooms, restrooms, lightning and sound options, backstage communication choices, sight lines, front of house, parking, location (if you’re near railroad tracks or airport or a highway overpass), nearby amenities (restaurant, bar, fast food joint).” Anne W. says “Make a maquette and move the furniture and figurines around, with all entrances and exits, before blocking with real people.” Holly A. says “Plan, plan and then be ready to change the plan…” Carol E. suggests “Do as much of the director’s homework as you possibly can. Assemble your director’s book, design your floor plan and block the show, lighting and sound plots, costume notes, theme of the show, audition scenes.” Jeremy W. recommends “The list as a director keeps changing. Make a list. Check it all before the day is done. The list can be daily and weekly and monthly. The faster you can check off your list, the more time to enjoy the experience and your cast and crew experience as well.” Mario S. says “Make a rehearsal schedule – stick to it.” Marly M. suggests “Study blocking and how to use it effectively as well as artistically.” Go with the flowJessica L. says “Accept that it’s okay to cry. A lot. Especially if theatre wasn’t your major and you’re 33 years old and you haven’t directed a show since you were 17 years old in your senior year of high school!” Porter J. suggests “A rehearsal without at least one good natural laugh is usually not what it should and could have been.” John L. says “Prepare everything but be ready to change everything.” Kathleen M. suggests “Expect the unexpected. You’ve got this!” Brenda W. recommends “Cast well, be flexible, enjoy the process.” Iverson W. suggests “If something isn’t working go back three pages.” You’ve got thisTony P. says “Trust in yourself. Failing that, trust your team. Failing that, trust your cast.” Christian S. says “Know what your vision for the show is, be strong enough to stick to your convictions bit not so narrow-minded that you won’t take on the advice of other people’s suggestions.” Jessica S. suggests “Remember that the process is collaborative but you are ultimately in charge.” John L. recommends “Listen to your actors, but remain the final authority. If you make a mistake or something just isn’t working, admit it and move on. The show is more important than your ego (or theirs).” Join the conversation on Facebook, Twitter or Instagram and add your own advice to our list.

As theatre educators and do-it-all directors, we frequently feel the tell-tale signs of burnout. There is so much that must be done – lesson planning and preparation, marking, staff meetings, administrative updates, professional development days, classroom management. And then there are also the feelings that arise while working on a production: the “I can’t, I have rehearsal” replies to invitations, the frequent coffee refills, the never-ending to-do list, the growing piles of laundry and dishes at home, the “I just have one little question” statement that turns into many questions – it’s enough to drive a teacher mad. Sometimes it feels like there are not enough hours in the day to get everything done. If you feel like you are headed towards burnout (or are already in the throes of it), read the following four tips. And know that you aren’t alone – check out the Theatrefolk Facebook page to chat with a community full of teachers who will know just how you are feeling right now. 1. Stop. Assess. Prioritize.Look over your to-do list and make some decisions. What is the most important thing you need to get done today? This week? This month? What tasks can be put on hold? What could be delegated to someone else? Use your planner and schedule your day accordingly. Be sure to account for “extra” time requirements outside of regular class time or rehearsals, such as travel time and preparation (for example, the time spent pre-planning your blocking or choreographing a dance). At the end of the day, look back and compare how you actually spent your time with the schedule you set. Be honest with yourself about how you used your time. Did you procrastinate on a task you really don’t want to do? Have you been scrolling through Facebook and Twitter when you were supposed to be working on your props list? Did you get sidetracked looking through old cast photos? 2. Delegate.This is a difficult one for those of us who think it’s easier to simply “do it ourselves” – but trying to do everything without assistance is the quickest road to burnout. Reach out and ask for help. Delegate tasks to others. When you’re working on a show, look for student assistants, parent/community volunteers, other classes, and colleagues to help out. This way you can free up your time for tasks that only you can do. Also, you are providing wonderful learning and leadership opportunities for others. For your actual drama classes, why not reach out and collaborate with other drama teachers in your school district for different lessons and materials. They might have an interesting or unique approach to a unit that you hadn’t thought of. Looking for resources, right now? Why not check out our Drama Teacher Academy! DTA is full of individual lesson plans, units, curriculum, and more. 3. Set boundaries.If you are glued to your phone and have a 24/7 open-access policy, you are going to eventually start to feel smothered and resentful. Set teaching drama office hours and stick to them. Further to that, don’t answer emails or texts after a certain time. Put your phone away and close your laptop. Students and parents may inadvertently be taking advantage of you if you are always available, and you will start to feel like you are constantly on call. You should also sit down and reflect upon how many projects you take on during the school year. Honestly determine how many projects you can take on without making yourself ill. If you can’t do the annual haunted Halloween event plus a fall play plus the February coffeehouse fundraiser plus a spring musical (plus, plus, plus…) then SAY NO and stick to it! You are only one person and there are only so many hours in the day. It is also good and healthy for your students to see you modeling positive boundary behaviours. 4. Take care of your health.If you constantly push yourself to the limit, you will get sick. If you get sick, you will be no good to anyone – let alone yourself. The standard rules apply here: eat healthfully, bring snacks so you don’t get hangry, drink lots of water throughout the day, exercise as often as you can, get outside and breathe some fresh air, and get adequate sleep. And don’t forget to focus on your mental health. If you are frequently stressed out and anxious, those feelings will trickle down to your students. And that does not create a very positive learning environment. Take advantage of any mental health services that are available to you, reach out to colleagues to chat (and/or vent), and try to carve out a little bit of time that is not theatre-related. Read a book, go to a movie or concert, or take a class. Spend time with family and friends who don’t do theatre. Remember, there is a whole world out there beyond the auditorium, and the drama classroom will be waiting patiently for you when you’re ready to come back.