This article encourages English language arts and reading (ELAR) teachers to take hold of their ability to thrive in the classroom by suggesting three practices that will facilitate that quest. Many ELAR teachers show the signs of burnout and a defeatist mindset too early in their careers. The author seeks to provide constructive ways for teachers to manage their emotional and occupational well-being. The practices include focusing on one's identity and finding camaraderie with peers, being realistic about grading, and returning to what most English teachers enjoy the most: reading, writing, and pedagogy. Teachers should continue reading for pleasure, writing to reflect, and seeking out ways to grow and learn as a teacher. This article uses the author's experiences and his own growth as a secondary and post-secondary ELAR teacher to substantiate the practices and illustrate them. While this article does not provide definitive answers, and is subjective, it does suggest valuable ideas to enable small incremental changes in the lives of ELAR teachers.