M. Shannon Hernandez's Blog, page 13

9 Tips for Dealing with the Emotions When Writing a Memoir

Writing a memoir is much like going through your trunk of family treasures and keepsakes. At times the memories may be fuzzy, just like the ink on the pages of that 70 year old journal your great-grandmother kept. Sometimes the memories may be painful, much like the ring your father gave you before he passed away. And sometimes the memories may be glorious, like the wedding dress you have stored safely, in hopes that your daughter may one day wear the family heirloom.

Due to the emotions that emerge in memoir writing, it is often necessary that the writer understand how to navigate and conquer the writing process, in spite of the added element of being taken for a ride on an emotional roller coaster each time one sits down to write. There are strategies writers can use to help ease the pain, slow the emotional twists and turns, and take the raw emotions and coat them with a little extra love and understanding, so as not to startle our readers.

As I work with memoir writers of all ages and backgrounds, we have collectively been creating a list of strategies which help us better cope with the emotional aspects of writing a memoir. I know the pain, and pleasure, first hand. In fact, when the hard parts of my own memoir became too much to write, I actually had to pack up and go to a little cabin in the woods to finish the chapters I had skipped. Being alone allowed me the space and time I needed to process the raw emotions and put them down in draft form. That little cabin held my pain, my rage, and soaked up my tears…ultimately allowing me ten days later to emerge with a finished manuscript.

9 Tips for Dealing with the Emotions When Writing a Memoir

Many writers are concerned about the pain they will bring to others—especially when writing a memoir. I must say that this is a real issue we all face with this genre—whether it is pain caused unintentionally, by sarcasm, just by telling the truth, or an invasion of privacy. I sincerely believe most of us do not set out to hurt others, but if you are a writer, of any type, there is always going to be someone who is hurt or who doesn’t agree with you. My best advice is to write the truth, always, and know going in that if you can stand in your truth, and speak from a place of truth, this will bring you much comfort when the questions start pouring in from your readers.
The memoir genre is unique in that you need to be able to provide emotional distance for your readers. That distance, at times, is closeness, and at times needs to be far away. I think this “distance piece” is what attracts readers and pulls them in. Raw emotions usually emerge first, and sometimes we can leave them as is—and at other times we need to wrap them in love and understanding and softened tones, so that we don’t offend our audiences. The key is that you just have to write—and write a lot—many drafts, many entries, many rewrites—so that you can eventually find the right emotional distance and balance you desire in your story line.
Fuzzy memories and gaps in memories are real obstacles for many memoir writers. We may spend much time thinking about how to make our memories sharper—but there is really only one solution to getting the sharp memories back: We must write, consistently. A daily writing practice helps the memories resurface. And what if you happen to get super-stuck? Well, just skip that memory and continue writing the next part of your memoir. Most likely, later into the writing process, your mind will recall the details. And if not? Well, a great editor will help you patch up those gaps!
I believe it is imperative that memoir writers balance the negative and the positive memories—so that we can sustain our energy levels and complete the manuscript. At first, when writing my own memoir, I wasn’t adhering to this “rule” at all. It took a toll on my writing and my stamina. I quickly learned to balance the writing each day—some days were “negative” memory days, and they were always followed by “positive” memory days.
All writers need a support system in place. This could be a family member or friend, writing coach, or a fellow writer who we can go to when the writing gets tough, or when we need a dose of encouragement. For memoir writers, especially, because we are often dealing with highly-charged emotions, and then reliving them all over again in our writing, I think a support system is even more important. Having a solid support system in place is more valuable that you might realize.
It’s okay to cry, scream, yell, weep, and hit your pillow! Holding in the emotions as the memories emerge in your writing may do more harm than good. So, let them go. It’s okay, I promise.
Take time off, especially when you are feeling very fragile or vulnerable. While writing my memoir, I kept a list of enjoyable things I had always wanted to do. And then, when I needed a break, I took time away and rewarded myself with a special treat. Writing is hard work—and you deserve time away so you can recharge.
Keeping a journal will be a beneficial tool for you as you process emotions, or capture memories as they filter back into your consciousness. Journaling is therapeutic on so many levels, and I used mine quite frequently while writing my memoir. My journal, at times, became my own personal counselor.
Whatever you do, don’t stop writing. Your memoir is important, and you will impact more people than you could ever imagine, once your book is done. And besides, you set out to write a memoir, and you will feel proud when your project is complete!

A Bold Battle Cry for Teachers: “I teach students, not subjects.”

Teachers, parents, and administrators are raising their voices louder, and in solidarity, as unrealistic demands for students are being handed down from education policy makers and corporate reformers. It is becoming apparent that we’ve had enough of the testing, enough of the scripted, fake curriculum, and enough of the crowded, underfunded classrooms where we can’t possibly reach all of our students, daily, in any sort of a meaningful way.

I want to talk about educating the WHOLE child today—the child who has dreams and aspirations, the child who has feelings and emotions, and the child who wants nothing more than to feel loved and understood.

It’s time to talk about Leigh, the child who is artistic, and who can sketch pictures light-years beyond her age, and Jerome, the child who is musically gifted and can play the trumpet like no one you’ve ever seen!

The time is now to discuss Vihann, the child who has entered this country, and is learning to speak English, as well as Precy, the child who has arrived from a war-torn region, and just needs safety and warmth.

Let’s converse about Andrew, the child who has a love of robotics, and can build just about any kind of machine you discuss with him, and Abigale, the child who equally loves reading and writing science-fiction works.

While we are at it, let’s have a chat about Jason, the child who arrives to school hungry each day, because there isn’t enough food in the house, or Evelyn, the child who is so overridden by anxiety, that the single act of stepping into the school building is a massive success for the day.

Maybe we should talk about Eva, the child who is going through so many changes right now, emotionally, that all she really needs is love, or Michael, the child who just discovered that he will be moving to a homeless shelter after the final school bell rings today.

Welcome to the world of an average classroom, filled with exceptional, unique students, and teachers who know exactly what is needed to nurture and inspire the youth of America.

But here’s the problem…

Students like Leigh and Jerome don’t even get a chance at exploring their artistic talents, because these classes have been removed from schools—either due to budget cuts, or most likely, and even more sadly, because there isn’t “time” for artistic endeavors due to testing demands.

Students like Vihann and Precy who need ample time to adjust to their new surroundings—not to be thrown into the testing culture and made to sit in overcrowded classrooms, where they can’t get the one-on-one help they deserve.

Students like Andrew and Abigale most likely won’t be able to explore their love of robotics and science-fiction, because these areas aren’t tested, and therefore are not given any instructional time allotted to them.

And for students like Jason, Evelyn, Eva and Michael—it is imperative that they have their basic needs met, before they can even begin to focus on curriculum and content. The terrible news is that guidance counselors are being shared between schools and positions cut completely, and it’s unlikely these students will get the support they need.

These are the untold stories and realities teachers and students are facing in public schools. As teachers, we are constantly searching and providing support of this nature for our students, offering a hug when needed, and bringing in extra granola bars and juice so we can feed those who are hungry.

All of these points illustrate how a teacher’s influence extends well beyond the curriculum he or she has been hired to teach. These “subjects” are not in our curriculum; however, they are the essential life, social, and emotional skills which will help our students grow as individuals.

Thus, a personal mantra I have lived by for seventeen years goes like this: “I teach students, not subjects.” This seemingly-obvious approach to education focuses on preparing our children to succeed in life, rather than teaching to a jam-packed curriculum with room only for academic knowledge. Yes, academics are essential, but critical thinking skills, social skills, life skills, and a healthy emotional well-being help bridge the gap between book knowledge and applied knowledge.

It’s time for a battle cry to ring loud and clear—a cry that defines student-centered education reform. It’s time for a battle cry to unite the teachers across this country, so we can stand together and fight for a quality education for our students. It’s time for a battle cry which speaks volumes about why we entered the teaching profession in the first place. It’s time for a battle cry that illustrates exactly why we do, what we do, day-in and day-out.

It’s time for teachers to cry out, in this battle for public education reform,  and use our voices to reiterate, over and over: “I teach students, not subjects.”

Is Hugging a Group of Students a Crime? (An exclusive interview with the author.)

I was recently interviewed by Akia Garnett, host and producer of the Akia Garnett Show, regarding some of the stories I shared in my memoir during my final forty days as a public school teacher. I’m not gonna lie—there were moments when I wasn’t sure if I could make it through the answers to the questions without breaking down and crying. 

While my voice wavered and cracked a few times, I steadied myself by taking a few deep breaths, then grounded my answers in two things I KNOW are missing from public education reform discussions: truth and love.

And when I was challenged by Akia with her viewpoint on physical touch, and for “the hugging incident” that transpired in those final few days of my career, I stood firm and fought back with my words and personal convictions. 

Akia has since said, ”It was a very moving experience spending time with Shannon on The Akia Garnett Show talking about her traumatic final forty days as a New York City Public School Teacher. I have three beautiful children, and I can only imagine how frustrating the experience must have been for all parties involved. It is incredibly brave of Shannon to share her story, and it is eye-opening to watch her navigate such failing areas of the education system in America. I invite you to listen to the show and then follow up with Shannon to see how you can be of support to her, as she strives to support teachers across the nation.”

I do hope you will take time to listen to this moving interview. You can check out the full interview here.

[Video Series] Ask the Author about Breaking the Silence: #MyFinal40Days as a Public School Teacher

As people begin reading my memoir, they are submitting questions they have for me via Facebook, Twitter, and email. I am turning those questions into short little videos—and let me tell you—some of them haven’t been so easy to answer. But, I am up for the challenge!

I’d like to share the first three questions I have answered so far. Simply click on any that interest you and watch the short video which contains the answer.

Q1: What does is feel like to be an author? 

Q2: What did you do when you felt ignored by parents, students, school boards and administrators?

Q3: Did your students ever see you cry? 

Do you have a question, you’d like answered, either about the book, my career as a teacher, writing a memoir, or…. (pretty) much anything else?

I’d love to hear from you and turn your burning question into a video for the #MyFinal40Days audience. 

5 Reasons Authors Should Be Using Pubslush To Crowdfund Their Books

The number of niche-specific crowdfunding platforms available to you as an author are daunting. I remember when I began doing my own research. I spent days searching through the online profiles of platforms who were tailoring their services specifically to writers. I made charts of the data and “dug deep” into the words on their websites, seeing which platform resonated best with me, as an author of memoir, with a focus on education activism.

In the end, I decided that Pubslush was the best choice for my book campaign. Both of the founders worked in the publishing industry and know the struggle authors face when trying to get their manuscripts approved by large publishing houses. While I didn’t decide to go the large publishing house route, I appreciated their background knowledge in this area. The founders also know the expenses involved in publishing a book. To date, I have invested close to $20,000 in my book, and I needed to ensure I had a well-constructed campaign so I could secure funding and continue marketing my book.

5 Reasons Authors Should Be Using Pubslush To Crowdfund Their Books

The Pubslush marketing team is one of the most responsive I have had the pleasure of working with. As an author working with Pubslush, I was assigned both an author relations coordinator and a marketing director for my campaign. If I had a question, all I had to do was shoot an email over and within a couple of hours, oftentimes less, there was a response in my inbox addressing my concern or question. Both of these individuals also were quick to jump on the phone with me if I needed support right away or was confused about a next step in the process.
Right before designing my campaign, I was asked to send over pieces of my manuscript, endorsements, images I planned on using for marketing, and an overview of my memoir. The Pubslush team took time to read through all of these components, and then got to work designing creative rewards, at various levels. I must admit, the rewards component had me a little nervous, because as a first time author and crowdfunder, it’s hard to know what rewards will be valued by supporters. But the Pubslush team took control of this area and made this part of the process super easy for me.
Pubslush only takes a 4% cut from the money earned in each campaign, and authors get to keep all monies earned, even if the overall goal isn’t met. I appreciated both of these aspects as an author, because I knew that I would be spending loads of time working to gain supporters for my campaign, and I didn’t want to have to return contributions if the campaign wasn’t fully funded. In addition, Pubslush authors have the option of allocating a percentage of their funding to go toward a Worldwide Literacy Foundation.
During each week of the campaign, I received crowdfunding tips from the Pubslush team with ideas on how to expand my campaign’s reach and visibility. The tips ranged from adding the crowdfunding link into my email signatures to pitching to guest blogs in my niche. I appreciated the tips and they were super-easy to implement.
Do you remember the quote by Maya Angelou: “I’ve learned that people will forget what you say…will forget what you did, but people will never forget how you made them feel.” I am pretty sure that this quote epitomizes my overall experience with the Pubslush team. When I was feeling unsure or nervous or frustrated, all I had to do is convey this my team and they always worked with me to ensure that I had the tools and confidence necessary to resolve those feelings and move forward with the next steps of my campaign.

Bonus: When the Pubslush team learned that we were both located in the New York City area, I invited them to my book launch party in Brooklyn. Not only did the team show up, they came prepared with raffle items, iPads to capture contributions from my guests, and huge smiles to help me celebrate the launch of my book! It was so special to have them at my event, supporting my memoir, and interacting with my guests.

If you are an author looking to gain more exposure and secure additional funding for your book or literary project, I highly recommend Pubslush as a crowdfunding platform to consider. Their personalized service, commitment to educating authors on how to fund a successful campaign, and endless support during the whole process has made this a very pleasant experience for me. I will definitely be using Pubslush again in the future!

The Miseducation of the Masses

As millions of students head back to school, experiencing the familiar mix of dread and excitement which comes with a new academic year, they also face a new degree of anxiety represented by the vast amount of pressure from the high stakes testing that awaits them. As a former public school teacher, and now professor and education activist, I have been deeply struck by the enigma this poses, especially when one considers that the end result of this testing is tied to an outcome that is likely not in the cards for many of our students: matriculation at a four year college or university. This, of course, raises the much larger question: Why do we continue to insist on educational standards that do not meet the needs of the vast majority of students who will be seeking employment, rather than advanced degrees?

This is especially important when one examines the language often used to push the agenda of so-called education reform. The phrase, “college and career ready”, for example, is one that continues to buzz around in education policy. Achieve, Inc., a company who helped create the Common Core State Standards, coined it, and this wording is designed to prompt schools to focus on the outcomes of education, rather than the journey of learning.

College and career ready is an understandable effort to hold everyone to high standards. The basic philosophy is that instruction is rooted in skills, which are necessary and important for success in college, as well as in working-class jobs.

But as our nation’s children enter the schools this fall, most will spend more days preparing for tests and assessments, rather than developing the skills and content knowledge to be truly career-ready. Their recess and physical education classes, that once offered chances of learning positive social interaction, teamwork, and healthy habits, will be reduced — drastically — so that they can spend more time sitting in a desk, preparing for a test. And music and art and theatre and photography? Our students will be lucky if those classes are even offered, due to budget cuts and an increased focus on reading, and math, and science.

I believe reading, math, science, and history are important. But I also believe that our students deserve to explore other interests that can often lead to the mastery of skills they don’t even realize they need yet. If we are going to focus on educating the whole child, then the education needs to be well-rounded. Electives such as home economics, culinary arts, health, foreign language, creative writing, speech, study skills, keyboarding, pottery, etc. must be offered to our students throughout their years of public education. They must have the opportunity to interact with other students, in various social situations, and express themselves creatively. They must be able to explore personal interests and be actively part of their own learning.

Learning and education are a process. Think of them as a journey — a journey that takes many, many years, beyond our formal schooling. Developing life-long learners should be one of the main focuses in classrooms across this country. Teachers know this — we go into education and teaching because we love learning, and we love the process of discovery. It is our hope to inspire these qualities in our students. However, with a main emphasis on “college and career readiness” and standardized testing, teachers are torn between doing what is right for our students, and keeping our jobs, which are now heavily dependent upon student test scores.

And what about the students who will not go to college (for various reasons) or have no desire to attend college? The biggest problem with “college and career readiness” is that the focus is on college, and not so much on the career. We need citizens who are mechanics, plumbers, electricians, beauticians, etc., none of which require traditional college degrees. What happened to offering these types of classes, in our high schools, or partnering with companies who offer internships, so that our students can ready themselves for careers of this nature?

We are doing a huge disservice to the education of our nation’s children, when the focus must be placed on how to take tests and how to score well on them, rather than on developing skills and deep content knowledge in a variety of subjects, thus sparking curiosity and a passion for learning. Students should be provided with a range of course offerings and opportunities which help to develop those skills that will allow them to succeed, no matter which path they choose. A true college and career ready path involves social interaction, group work, exploration of interests, and real-world problem solving, rather than filling in bubbles on test sheets–unless the students are interested in careers as professional test takers.

An Open Letter to Whoopi Goldberg and ‘The View’ Regarding Teacher Tenure

I am writing you today to shed some light on teacher “tenure,” better described as due process. Your comments over the past week regarding teacher tenure have created much controversy across this nation, but more that that, your words were perceived as an attack on teachers.

I personally would like to think that you do value and support the teachers who are working so hard, day in and day out, to ensure that our nation’s children are getting the education they need and deserve. However, your comments and misconceptions about what tenure really means are miseducating the American public, and I’d like to address them here.

Over the course of my teaching career (15 years), teacher tenure is what allowed me to protect children and their rights without fear of retaliation or termination. You may recall that Jennifer McCarthy asked, “But who is protecting the students?” You can rest assured that it is the teachers doing the majoring of this work: I advocated for students to be moved from one class to another, when students confided in me that they were being bullied and tormented by another student. Due process gave me the protection I needed when it was time to speak up because the school system was out of money for text books, and I was expected to develop a curriculum and secure my own materials for teaching sixty students a day. Due process also has allowed me to advocate for students who were misplaced and were not getting their educational needs met in the current classroom setting. Because I could use my voice and was protected by due process, I was able to secure a smaller class size for these children, so that the students could get the one-on-one attention they deserved—ensuring their reading and writing scores would improve and approach grade level standards.

I would also like to address the issue of teacher unions. For those teachers fortunate enough to work in a district or state with a union, we see much better working conditions such as smaller class sizes, safer working environments, and protection of our teaching and planning time. These conditions are highly important to the overall quality of education the students receive. Teachers can not do their jobs effectively if students are piled into classrooms and proper attention can’t be given to their individual needs. We also can’t do our jobs effectively if our planning periods are taken away from us, and we aren’t able to plan and produce high-quality lessons on a daily basis. Teacher unions are ensuring that the working conditions of teachers are acceptable, so that we have the ability to be the best teacher we can be for our students.

The constant talk of “bad teachers” in mass media has become sickening and disheartening. It is once again an attack on the teaching profession, as well as an attack to target teacher unions. I will be the first to say that bad teachers don’t belong in education—our nation’s children deserve better than that. However, I think the issue that must be addressed and answered is what constitutes a “bad” teacher? Is the brand new teacher who has been placed into a classroom, and who doesn’t have access to a quality mentoring program, (which is happening more and more due to budget cuts), deemed a “bad” teacher? Is the teacher who is certified to teach art, but now also has to teach reading (so that he or she can be tied to student test scores for end-of-the-year teacher evaluation purposes) a “bad” teacher? What about the teacher who has a conflict with an administrator, because the teacher spoke up about misuse of school funds, and is now being silently bullied in the work place? Does this constitute a “bad” teacher?

I don’t understand how we have found ourselves in “this place” in America where teachers are the enemies and are under constant attack. I don’t understand why education has become more of an issue focused on economic status and political party agendas—rather than an issue of human and civil rights. I am saddened that news anchors, radio personalities, entertainers, and corporate reformers are given prime time slots on television to discuss the issues of public education—when they most likely haven’t even stepped foot into a public school classroom since they graduated, nor do they hold an advanced degree in education. It is enraging that the teaching profession continues to be attacked and demoralized by the media.

It’s time for the teachers of this nation to be heard. It’s time for us to join together with parents and ensure that we are treated as the professionals we are. It is time for teachers to stand in solidarity and let the nation know that we are the front line of defense for our students and that it is our due process rights which allow us to advocate so strongly and boldly. Above all, teachers deserve to be given a place at the table when it comes to public education reform.

I’d like to close with this final comment to the members of The View: For a balanced view, I am encouraging you to continue this dialogue by inviting educators onto your show to discuss both sides of this argument. It is important that the public has all the information to make informed decisions. I recently released a book, Breaking the Silence: My Final Forty Days as a Public School Teacher, and I would be honored to hand-deliver each of you a copy and engage in a respectful, balanced conversation about what is truly going on behind the closed doors of public education and education reform.

(Note this article first appeared in the The Huffington Post on August 8, 2014.)

Teachers Occupy the U.S. Department of Education in Washington, D.C.

I boarded the Amtrak early Sunday morning, July 27 (2014) in New York City and headed into Washington, DC. The weekend had finally arrived where teachers from across this nation were going to show our solidarity and use our voices to fight for public education. Educators, parents, and students from 35 states occupied the U.S. Department of Education on Monday, July 28th—and our efforts paid off. Four delegates from our group, the BADASS Teachers Association (BATs) were invited into Secretary of Education Arne Duncan’s office to explain to him what we stand for and why public education is so important to our nation’s children.

Teaching is an issue near and dear to my heart. It was my dream when I was younger—I would line-up my stuffed animals, and my little sister, and teach to them for hours. Even at the age of seven, I understood what it meant to engage my students—creating lessons that my sister, and her stuffed-animal peers, would find completely captivating and inspiring.

Acting on that childhood dream, I went to college, earning both a Bachelors and Masters Degree in Education. I have had the privilege of teaching elementary and middle school students in Charlotte, North Carolina, and middle school students in Spanish Harlem and Upper Manhattan. Teaching was my truth, it was my life.

But last June, I turned in my official resignation as a 15 year veteran tenured public school teacher. You see, I was tired and beaten down by the many politicians who value test scores over authentic learning. The worst days of my career were the ones where I left the building wondering if I was able to make a personal connection with each student who walked through my classroom door—because budgets had been cut and my class sizes had reached thirty-two students. There were nights I laid awake, never falling asleep, because my end of the year evaluation depended on factors that were completely out my control, such as if Jonny could make it to school tomorrow after taking care of his three siblings while his parents worked two jobs to make ends meet.

The decision to leave my life-long dream was not an easy one. I took time to consider all angles—especially my emotions of how it would feel to leave something I loved so dearly. On May 1, 2013, I opened up a notebook and stared at the blank pages. I was sitting at my desk, and I had forty days remaining before I walked out of that classroom for the last time. I decided I would capture my feelings on paper, as they unfolded, and also record the stories from my students and their learnings and lessons during those last days of my career. I wanted to have a record of why I loved teaching so much.

After taking all those notes and capturing what it meant to be a teacher who was making a choice to leave before she became too bitter and jaded, I wrote a book. That memoir, Breaking the Silence: My Final Forty Days as a Public School Teacher, chronicles what is happening in public schools, behind closed doors, and how the current policies governing education are an injustice to our youth.

While in Washington, D.C., I took time to talk to countless teachers I had the privilege of sitting with for two days. Their stories are similar to mine—they are facing budget cuts, dealing with over-crowded classrooms, having to explain to students why schools are removing recess and music and the arts, as well as fearing evaluations that are contingent upon student test scores. But there is one difference in our stories—most of them are scared to speak their opinions in their districts, or use their voices online, for fear of losing their jobs. This saddens me. This enrages me.

One of the reasons I could write my book so candidly and openly is because I no longer have to fear the loss of my career for speaking out about what is right for children. This is not the case for most teachers who desire to advocate for what is best for students, defending their rights to a free and appropriate public education. Teachers across this nation know that if they do, repercussions are sure to take place. This is reprehensible.

Participating in this event in Washington, D.C. has taught me much about social activism and what it means to use our voices in this nation to enact change. It has taught me that while yes, I am one person, there are hundreds of thousands of teachers and parents—just like me—who have had enough when it comes to being pushed around and bullied by policies that are not helping us reach our students, teach our students, and love our students. It has taught me that my role in this fight is far from over, whether it be through activist writing, or listening to teachers when they need it most, or occupying the front steps of the U.S. Department of Education.

I am a teacher for life. Besides the work I am doing with public school teachers on the activist front, I am honored to also be working with student teachers in New York City—assisting them with their student teaching placements, mentoring them on the toughest days when their spirits are low, and providing a safe and engaging classroom at the college level where we can talk about the real issues in schools, and how we can use our voices to share ideas and solutions, and fight for a public education system we are proud of once again.

(Note: This article first appeared in The Huffington Post on July 29, 2014.)

5 Reasons Your Manuscript Isn’t Done Yet

Do you want to stand out as the writer who finished, and not just the writer who started? Then it’s time to get REAL with your writing and thinking habits.

I had a hard time finishing my memoir. It wasn’t hard to get started…but let me tell you, when the excitement wore off about two-thirds of the way through the book, I had to make some changes. When the memories were too painful to recall, I had to give myself frequent pep talks. And when I found myself doing anything in order to NOT sit down and finish my manuscript, I knew it was time for me to look reality straight in the face.

I literally packed my bags and took a 10 day trip to my mom and dad’s house in Illinois. I needed less distractions (limited internet and phone reception), a new writing environment (the woods vary greatly from my surroundings in Brooklyn), and a place where I could have complete focus on the task at hand.

The good news is that I returned from “my cabin in the woods” with a finished manuscript. I sent it off to my editor, and got the rest of the ball rolling for this big project!

Below is what I learned during the final stages of writing my manuscript. I hope that these five tips are helpful in helping you finish your book, if you are writing one.

5 Habits and Beliefs That Are Killing Your Focus and Determination

1 – Silence the excuses.

I get it. Your life is busy. Writing is hard work. But your excuses are holding you back. They are crushing your dreams. They are leaving you uninspired to write. They are negative thoughts that are manifesting themselves into bad habits.

2 – Clean up your diet.

Drinking numerous cups of coffee and chomping on sweet treats is killing your creativity and focus. Your brain needs proper food to properly function. Keep hydrated with 6-8 cups of water each day, and choose decaffeinated teas over coffee.

3 – Set strict standards around your writing time.

You must inform your family of your commitment to finish your book. Make a sign for your writing space that says, “Writing in full-blown effect. Do not disturb.” Turn off your cell phone. Disconnect the internet. Set the timer and write for the duration.

4 – Remove the word trying from your vocabulary.

You either do. Or you try. Are you wanting to finish that book of yours? Or are you wanting to try and finish that book of yours?

5 – Speak Your Goals.

There is nothing wrong with sharing your writing goals aloud, as long as you do so with people who love you and believe in you. And when you do speak them aloud, they become a little more real, a little more tangible, and much more believable.

If you are “stuck” in the manuscript writing process, and want more than anything to finish with a BANG, here is what you should do next:

Take a close look at what is holding you back.
Become brutally honest with yourself and make some changes.
Have you considered working with a writing coach? I help writers become laser-focused and work with you to set realistic goals, as well as identify obstacles which are blocking your writing journey.

.

How I Journaled My Way Out of My Job

Hurricane Sandy Gave Me A Gift

When Hurricane Sandy hit the east coast in October of 2012, I was granted a gift—the gift of a bonus week off of work. Believe me when I say the destruction in the Brooklyn area was intense. There are still, one and half years later, areas that have yet to be restored or rebuilt—and honestly, at this point, they probably never will be.

Because I was a teacher at the time, the schools were used for emergency shelters and consequently, shut down to students and teachers. The transportation system was a mess—tunnels were filled with water, and electrical outages ensured longer-than-usual commutes.

Day Two

I couldn’t have reported to work if I had wanted to. I, like many others, sat glued to the news coverage, completely awestruck by the footage of destruction and chaos that was continuously broadcast across my screen. On day two, I took out my journal and wrote about the sadness I had witnessed. I wrote about how crazy it was that a hurricane had come up the east coast and still had such force and brutality when it hit New York. My journal provided a place where I could try and make sense of the all the senselessness.

Day Three

On day three, it became apparent that I wasn’t going to be returning back to work anytime soon. I also realized, despite the intense sadness around me, how happy I was to get a reprieve from the school system and all its foolishness. That was when the seed was planted in my mind that perhaps it was time for me to switch gears, and find a way out of my 15 year career as a teacher.

I let this idea sit for a couple of hours. Then, I pulled out my journal, and I wrote about it. I wrote about how unhappy I was with public education, the lack of freedom in the classroom, and the demise of the entire system. I wrote about how I felt like a robot—a robot who was just going through the motions of being a teacher. I wrote about how much I loved the students, when I could just shut the door and teach, but that unfortunately, that is sometimes the last thing seen as important in today’s educational system. I wrote about how every time I had to walk into that school building, I felt like I was a losing a little piece of my soul, being tested to the extreme and how I felt completely unappreciated.

But the most important thing that appeared on that page from day three was this: I deserve to be happy again.

As I read that statement, it lodged itself in my heart, and tears spilled down my cheeks. Before I knew what had happened, I was sitting in my Brooklyn apartment, sobbing, at the table. How had I not realized before now just how unhappy I was in my career? Did it take the destruction of a hurricane and a forced week off of work for me to realize that I deserved better and that life was too short to continue living it in such an unhappy state?

Day Four

On day four, I picked up a new journal and divided the first two pages right down the middle. On the left, I wrote “My Super Skills” and on the right I wrote “How to Make Money.” I ended up, after 30 minutes of deep reflection, with something that looked like this:

My Super Skills
How to Make Money


ability to break things down and explain in detail
coaching


non-fiction writing
blogging, articles


writing for others
copywriting, ghost blogging


curriculum design
workbooks, online courses, info products


speaking; sharing my stories
public speaking

And as I sat there, staring at what my journal had revealed, that seed I had planted on day three began to sprout. With each tendril that grew in my fertile mind, I felt hope and passion and a renewed sense of purpose. Because those feelings were ones that I hadn’t felt in such a long time, more tears flowed. At first they were tears of joy, and a few minutes later, tears of relief. For, it was on day four, that I realized I wasn’t trapped: I could reinvent my life and my career and happiness so that I could begin living again.

Speaking it Aloud

I remember my husband returning home that evening, and as we sat down at the dinner table, I said to him, “Honey, I need to get out of teaching. I want to start a business.”

He certainly was caught off guard at first, but as he forked a piece of steamed broccoli he said, “What is your business idea?” I whipped out my journal and began reading him my list. As he chewed, and listened attentively, and saw the hope and passion come alive in me once again, he said, “How are you going to do that?”

It was in this moment that I knew I had his support. I explained how I wanted to find a business coach and figure out how to make this journal page of ideas come alive and generate an income. I also told him that I couldn’t continue teaching, not in the capacity of public education, and that this year would be my final year. I began speaking as if I had already completed the task!

The Following Days

The next few days were a flurry of excitement. I think I filled two journals with ideas of how I could build a business and help others do the same, so they too could have the life they wanted. I wrote and wrote and wrote. And my writing was written in such a way that I had already succeeded in business.

I also started speaking with people about business coaches. I decide on the name for my company (The Writing Whisperer) and bought the domain. (I still can’t believe that name wasn’t taken!). List after list after list was created in my journal —every time I had an idea, I wrote it down, expanded on it, and brainstormed more topics around it.

A week later, when it was time for me to return back to work—something amazing happened. I did so with a smile. You see, I had hope again. And I knew, at a gut level, that the 2012-2013 school year would be my last one as a teacher. I played the scene of me walking out of that building for the last time everyday in my mind.

When fear tried to inch its way in, and whisper at me, telling me that I wouldn’t be able to complete my new mission, do you know what I did? I took out that journal page which illustrated how I could create a business using what I already knew. I read those words, I deserve to be happy again, over and over and over, letting the tears flow freely each time I needed a reminder. I moved through the fear—by taking small steps each day to reach my goal.

I am proud to say that on June 26, 2013, I walked out of that building for the last time. I stood tall and proud and ready to take on small business ownership full-time. The only time I “look back” is when flipping through my journals, so I can continue to uncover the many ideas I want to fully develop in the next phase of business.