As an English teacher at Hartford Union High School, Jennifer Rodig is accustomed to rising early. Her day starts with lesson planning even before students arrive, but getting students’ attention when class starts at 7:25 a.m. proves to be challenging.
“Beginning later when students are properly rested would help them focus, retain information and engage in class,” Rodig says.
Her Hartford colleague, speech pathologist Hannah O’Connor, admits the 5:30 a.m. alarms are tough.
“But even with an early morning, little nutritional fuel and not enough coffee, those kids always manage to sustain me throughout the day.”