Episode Summary

In this episode, I, Mr. Funky Teacher, Nicholas Kleve, focus on what it means to be the storm—finding strength when teaching gets tough. I talk about how storms in teaching are normal, and how strong teachers aren’t the ones who prevent storms, but the ones who stay steady through them.

I start by sharing three things I’m thankful for: administrator support, copy machines that work, and having the chance to get caught up on copies for the year. Those small wins matter, especially when pressure is high and you’re trying to keep things running smoothly.

Then I dig into the reality that storms can be external, like policies, testing, or changes in leadership, and storms can be internal, like stress, doubt, or exhaustion. I share that I can be my own worst critic, and I have to remind myself that storms don’t mean I’m failing—they mean I’m teaching.

I introduce the “I am the storm” mindset as an identity stance: I’m not tossed around by chaos, I’m the calm force inside it. I explain how this mindset helps teachers hold boundaries without being harsh, show up with consistency, and model resilience for students in a way no lesson ever could.

I close by offering practical ways to live this out: regulate yourself, use anchor phrases, lean on community, take perspective, build micro recoveries, visualize strength, celebrate resilience, and teach it forward. The storms will always come, but students will remember how you stood strong when life and learning got messy.

Show Notes

• I share three things I’m thankful for: administrator support, copy machines that work, and getting caught up on copies.

• I explain that teaching has storms, including behavior issues, unexpected changes, and personal stress that can bleed into the classroom.

• I challenge the myth that strong teachers prevent storms and emphasize that strong teachers stay steady in storms.

• I describe how storms can be external, like policies, testing, or administration changes, and internal, like doubt, exhaustion, and stress.

• I introduce the “I am the storm” mindset as a way to stay steady and resilient instead of being tossed around by chaos.

• I explain that being the storm is not about destruction, but about strong, positive, steady energy and stability.

• I share practical strategies like self-regulation, anchor phrases, community support, perspective taking, micro recoveries, and visualization.

• I encourage celebrating resilience, naming it, owning it, and teaching students how to handle challenges through our modeling.

Key Takeaways

• Storms in teaching are normal, and they don’t mean you are failing.

• Strong teachers don’t prevent storms, they stay steady through them.

• “I am the storm” is an identity mindset that helps you stay calm, consistent, and resilient.

• Self-regulation, community support, and perspective help you weather both internal and external storms.

• Students won’t remember perfect lessons, but they will remember how you stood strong when things got messy.