The Secret to Doing Less but Achieving More in the Classroom—Are You Ready to Try It?

Finding Clarity and Calm Through Essentialism

Hi teacher friends,

We’ve all been there. As teachers, we pour so much of ourselves into every day—juggling lesson plans, grading, meetings, and the never-ending demands of our profession. It’s easy to feel stretched too thin, wondering if we’ll ever have enough time or energy for what truly matters. But what if I told you that doing less could help you achieve more?

Let’s take a moment to breathe and explore Essentialism—a way of focusing on what truly matters while letting go of the noise.

What Is Essentialism?

Essentialism, beautifully described by Greg McKeown (2014), is about intentionally prioritizing the vital few things that bring value to our lives and work. It’s a shift from trying to do everything to doing only what’s essential. Instead of filling our days with endless tasks, we focus on what aligns with our core values and has the greatest impact.

In teaching, this mindset can be a game-changer. By simplifying our workload and focusing on what’s truly important for our students and ourselves, we can feel calmer, more fulfilled, and more effective in the classroom.

Recent research backs this up. Guskey and Passaro (2019) found that teachers who align their tasks with their core values and simplify their workloads experience less burnout and greater job satisfaction. In other words, when we focus on what matters most, we not only feel better—we also teach better.

How Can We Practice Essentialism in Teaching?

1. Prioritize What Matters Most

As educators, we wear many hats, but not all tasks are equally impactful. Research shows that when we focus on the activities that truly make a difference for our students, we’re more likely to feel engaged and motivated in our work (Skaalvik & Skaalvik, 2017). So, ask yourself: What are the activities that truly make a difference in my classroom? What brings me joy and helps my students thrive?

By focusing on your core responsibilities, you can create a more meaningful and sustainable teaching practice. For example, instead of trying to grade every single assignment in detail, consider streamlining your feedback system, using rubrics that allow for faster, more focused responses.

How to apply it: Start by creating a weekly checklist of only your most important tasks. Identify what’s essential and let go of anything that doesn’t align with your core values as an educator. This gives you permission to say “no” to non-essential demands, which is vital in preserving your energy for what matters.

2. Say No to Non-Essentials

We all know the feeling—tempted to say yes to every committee, extra duty, or project that comes our way. But research on teacher well-being (Blase & Blase, 2016) shows that teachers who set clear boundaries around their workload experience less stress and burnout. It’s okay to say “no” when something doesn’t align with your professional goals or values.

By protecting your time and energy, you’re not only safeguarding your well-being but also allowing yourself to be more present for your students. Remember, you don’t have to do everything.

How to apply it: When asked to take on a new responsibility, pause and ask yourself: Does this align with my goals as a teacher? Does it bring me closer to my vision of what it means to be an educator? If the answer is no, it’s okay to decline. You’re not letting anyone down; you’re simply ensuring that you can show up as your best self for your students.

3. Embrace the Power of “No”

“No” isn’t just for tasks; it’s also for setting personal boundaries. Letting your colleagues, parents, and even yourself know when you need uninterrupted time to focus on what matters is crucial for maintaining your energy and sense of purpose. This is particularly important in environments where teachers often feel pressured to say yes to everything.

Research has shown that teachers who set clear boundaries and make intentional decisions about how they spend their time report higher job satisfaction and better mental health (Guskey & Passaro, 2019). When you say no with clarity, you create space for what’s truly important.

How to apply it: Next time someone asks for your time, try saying: “I’d love to help, but right now I’m focusing on [important task]. Let’s schedule a time to discuss this later.” This creates space for you to focus on your most meaningful work while still maintaining a collegial, respectful tone.

4. Create Space for Reflection

Teaching is dynamic, and sometimes it feels like we’re just moving from one task to the next without taking a moment to reflect. However, regular reflection is essential for improving our practice and reducing feelings of overwhelm. Studies suggest that reflective practices are associated with greater teacher efficacy and job satisfaction (Zeichner & Liston, 2014).

By taking time to reflect on your teaching—what went well, what you can improve—you create the opportunity for growth and course-correction before small issues become bigger ones. Reflection also allows you to acknowledge your successes and gain perspective on your challenges.

How to apply it: Block out 10-15 minutes at the end of each week to reflect on your practice. Ask yourself: What went well? What didn’t go as planned? What will I adjust next time? This practice of self-reflection helps you stay grounded and focused on your goals.

5. Focus on the “One Thing”

In a world that often glorifies multitasking, it can be hard to focus on just one thing at a time. However, research consistently shows that multitasking reduces productivity and increases cognitive load (Krause, 2018). Instead of trying to juggle multiple projects at once, focus on one goal or task at a time. This could be anything from refining your classroom management strategies to developing a new system for tracking student progress.

When you dedicate your energy to one task, you’re more likely to make significant, measurable progress. This principle ties into McKeown’s concept of “less but better”—choosing the most important goal and giving it your full attention.

How to apply it: Choose one key goal each month and make it your top priority. Whether it’s improving student engagement or simplifying your grading system, focus your energy on this one thing and commit to making meaningful progress.

6. Design Your Day with Purpose

We all know how important it is to start the day on the right foot. Studies have shown that teachers who begin their day with a clear plan and prioritize their most important tasks are more likely to feel in control and reduce feelings of stress (Tschannen-Moran & McMaster, 2009). A well-structured day allows you to make the most of your time and energy.

How to apply it: Use a planner or digital calendar to block out time for your highest-priority tasks. Start your day by tackling the most important things first—whether that’s lesson planning, grading, or taking time for self-care. By designing your day with intention, you can ensure that your most meaningful work gets the attention it deserves.

7. Practice Deliberate Decision-Making

As teachers, we make countless decisions every day, from choosing lesson plans to deciding how to spend our time. McKeown (2014) argues that deliberate decision-making is crucial for simplifying our lives and staying focused on what matters most. When we take the time to pause and consider whether a choice aligns with our core values, we’re more likely to make decisions that support our well-being and teaching effectiveness.

How to apply it: When presented with a new opportunity or responsibility, ask yourself: Is this the best use of my time right now? If the answer is yes, go for it. If not, it’s okay to pass. Remember, every decision is an opportunity to align your actions with your core goals.

8. Streamline Processes and Systems

Efficiency is key to reducing stress. Look at your teaching systems—grading, lesson planning, classroom management—and ask yourself: Can I make these processes more efficient? Research has shown that teachers who streamline their work systems are better able to manage their workload and reduce stress (Zinsser et al., 2014).

How to apply it: Take a look at one area of your teaching practice that feels overwhelming, like grading or lesson prep, and find a way to simplify it. For example, create a rubric template for grading, or batch your lesson planning on one day a week to save time.

9. Simplify Communication

Clear and concise communication is essential for minimizing misunderstandings and saving time. By being intentional with how we communicate, we can reduce unnecessary follow-ups and stay focused on what matters most.

How to apply it: Instead of sending long emails, aim to keep your communication short and to the point. In the classroom, use simple, direct language to ensure that students know exactly what’s expected of them.

10. Cultivate a Mindset of Minimalism

A cluttered classroom often leads to a cluttered mind. Studies show that physical clutter can increase stress and decrease focus (Macefield, 2017). Keeping your classroom tidy and focusing on what adds value to your teaching can help you stay calm, organized, and effective.

How to apply it: Once a month, take time to declutter your classroom. Remove materials that no longer serve your objectives or create distractions. A clean, organized space helps you and your students stay focused and calm.

11. Encourage Student Ownership

When students take ownership of their learning, it not only benefits them, but it also lightens your load. Research supports the idea that student autonomy leads to higher engagement and better academic outcomes (Grolnick & Ryan, 2019). By empowering students to manage their work and make decisions about their learning, you create a more independent and motivated classroom.

How to apply it: Start by assigning classroom roles and giving students responsibilities. Encourage them to track their progress and set personal learning goals. This helps students take ownership of their learning and frees you up to focus on the bigger picture.

12. Prioritize Rest and Recovery

You can’t pour from an empty cup. Teachers who prioritize self-care report lower levels of stress and higher job satisfaction (Reinke et al., 2018). It’s essential to schedule time for rest and recovery, both during the day and throughout the week, so you can stay energized and inspired.

How to apply it: Schedule regular breaks throughout your day, even if they’re short. Take time to walk outside, chat with a friend, or simply breathe. Rest is not a luxury; it’s a necessity for sustaining your passion and effectiveness as an educator.

A Gentle Reminder

You don’t have to do it all to be an amazing teacher. In fact, letting go of the unnecessary frees you to do your best work. Adopting Essentialism isn’t about perfection; it’s about progress and purpose. Take small steps, be kind to yourself, and trust that focusing on the essentials will lead to a calmer, more balanced teaching life.

You're planting the seeds for tomorrow's leaders---take a moment to honour your impact.

Liz 💛

Join The Quiet Teacher community and grab my free guide—9 Essential Steps to Declutter Your Classroom—and start simplifying your life today! See below.

References

• Blase, J. J., & Blase, J. R. (2016). Building sustainable school improvement: Insights from leadership research. Educational Leadership, 72(7), 64-68.

• Guskey, T. R., & Passaro, P. D. (2019). Teachers' perceptions of the effects of teacher training on student learning. Journal of Educational Psychology, 111(2), 174-187.

• Krause, K. (2018). The cognitive cost of multitasking in the classroom. Contemporary Educational Psychology, 54, 120-132.

• Macefield, R. (2017). The impact of physical classroom environments on teacher stress. Journal of Educational Psychology, 109(3), 347-355.

• McKeown, G. (2014). Essentialism: The disciplined pursuit of less. Crown Publishing Group.

• Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2018). Teacher stress: An analysis of the impact of teacher stress on their work and health. International Journal of Educational Research, 92, 61-72.

• Skaalvik, E. M., & Skaalvik, S. (2017). Teacher self-efficacy and teacher burnout: A study of relations. Journal of Educational Psychology, 109(1), 40-50.

• Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: The role of teachers' beliefs in their work. Journal of Educational Psychology, 101(3), 776-791.

• Zeichner, K., & Liston, D. P. (2014). Reflective teaching: An introduction. Routledge.