Will Gourley Challenging Topics, COVID19, Distance learning, Emergency Distance Learning, Engaging students with online learning, General, Mental Health, Modern Learning, Remote Learning, Resilience, self reflection, social emotional learning, Social Media, Teacher Wellness, Teacher Working Conditions, Teaching online, Use of Technology

Per / Con / In / Re – form

Perform 
I am wrestling with my thoughts again. In other words, I am restless again. When this happens many questions appear soon thereafter. Is there anyone out there that feels restless too?

I can’t be the only one in questioning a lot of things right now because most days I feel like a busker at a street festival trying to juggle a bowling ball(technology), a chainsaw(lessons), and a fishtank(learners). Nothing to see here other than a fairly confident educator having a tough time with something that he’s done before – delivering lessons.

So why am I struggling to deliver my lessons? It seems like a good place to start. Right now, I am questioning everything about my professional practice, and it feels like running along a path and tripping over an imaginary object. My week long tumbles are not so much about the content I am teaching, but rather how it is being taught, how it is being received, and how it can be assessed. It is leaving me limping into the weekend? Tell me I am not alone right now.

Conform
And then it hits. How long until the realization that some of my students are not completely engaging with learning right now even though their eyes and emotionless emoticons tell me otherwise? After extended times staring at screens and thumbnail sized student/profile memes I can tell my students are becoming exhausted too despite the brave faces that I see popping up on occasion when called upon. Is this happening to anyone else teaching right now? Are your students tired too? I am. 

Why am I so tired right now? Shouldn’t getting an extra hour of sleep each night, drinking 2+ litres of water per day, reduced caffeine, reduced personal device time, reading more books, and getting more exercise than in years past be helping me out here? I have even added Tai Chi, Yoga, and Hip Hop Dance to our DPA to increase movement during class time. To top it all off, I take daily walks whether I feel like it or not. 

Inform
You see, I force myself to take a walk after each of my hyper-telepresent virtual teaching sessions. Once the goodbyes are done, it is pretty much all I can do to get out of my chair, climb the stairs, and get geared up to go out most days. Especially, when I have to pass by a very comfortable couch whose cushions scream, “Remember us?” It is very tempting, but something even better calls, my daily walks.

Regardless of the weather, these walks are my motivational carrots to keep taking the steps that get me through the many muddy moments along each day’s unpaved path. Knowing that no matter how the day goes, a walk awaits has been all it takes to see me through. Whether a lesson went well or died on the screen in front of me ceases to matter when I inhale that first breath of fresh outdoor air. The exhale feels pretty good too. 

You watch enough TV, and very soon the inside of your head has become a vast, arid plain, across which you cannot detect the passage of a thought. Harlan Ellison

So far this year, I have only missed one day of walking. In hindsight it was probably the day that I needed a it most. Instead, I ended up planted on that inviting couch with a bowl of Smartfood staring at our television. Tuned out. Achy. Sullen. Grumpy. Numb. These feelings got me thinking about screens. 

Reform
Sci-fi author Harlan Ellison referred to TV as the “glass teat”. He even wrote a couple of books about it. I see parallels to how education is being delivered right now. We need to wean our students off of their screens more and more in order to preserve their minds from numbing and tuning out. 

Somewhere along my way outside a struggle ensued about the work I am doing in front of my screen. Is it serving to numb our students over extended periods of time? Will these extended periods of online learning cause irreparable tears in our socio-academic fabric? I am not ready to believe that this is the beginning of the end for in person school and that we are heading for our isolation pods as told in E.M Forster’s The Machine Stops? 

We cannot continue feeding content from one glass plate after another and expecting students to grow up smart and healthy. A dear friend suggested that cutting the learning day back to 4 days might be a good idea. Allowing the 5th day for asynchronous activities such as self-directed inquiry and catching up on assignments during the day rather than in the evenings when fatigue sets in. Teachers could easily use that time for office hours, for one on one/small group support, and conferencing. Everyone wins. 

Yet to form
This is much more than having the tools to master a domain that has yet to be tamed? Virtual learning means we are virtually learning how to do this while we teach? I can tell you there are few system leaders or consultants that have as much experience as any teachers in this medium, and it has largely been gained through self-teaching and experimentation with their classes.

I worry that too much emphasis has been placed on performance and conformity without serious consideration to being fully informed of the true social, emotional, and physical costs of virtual learning. Teachers, students, and families are feeling the stress from this and without an alternative I fear that there will be problems far greater than being behind on assignments or failing a test.

There is a definite need to refine and reform how we are being asked to serve and support our students. I’d love to take a walk around the neighbourhood with those making decisions on our behalf, share some ideas, listen to one another, breath in some fresh air, and take the steps that would best support students and staff -from a safe distance of course. Maybe if we took away their screens everyone might be able to see eye to eye here about helping to change things for the better, our students. 

In the meantime, I think another walk is in order. 

 

 

Kelly.McLaughlin Challenging Topics, Distance learning, Mental Health, Teaching online, Wellbeing

Bell Let’s Talk Day

Yesterday was Bell Let’s Talk Day which, as we know, is a great chance to engage in mental health conversations in our classroom. In my grade seven classroom, we opened up by discussing what the quote “It’s okay to not be okay” meant to everyone. Students were excited to open up and share about ideas of what they could do when they feel sad, bored, lonely, etc. Here are some coping strategies they shared with their classmates:

  • put on headphones and listen to music
  • relax in their room
  • write in a journal
  • talk to friends
  • play video games
  • spend time with a pet
  • take a break

It was great to hear so many students sharing ways they cope with a bad situation or a sad day. Some grade sevens expressed that they had never felt sad or alone which is great, but I still mentioned that these strategies will be useful if you ever happen to feel that way in the future.

During our morning discussion about Bell Let’s Talk Day, why it exists and how people donate, some students shared that they felt mental health had been swept under the rug at their homeschools. They had never discussed the importance of talking about their mental well being or felt there wasn’t room for these conversations in the past. One student even went as far to say that this is the most comfortable he has ever felt in a classroom. A classroom that is 100% virtual, taking away all challenges that a physical classroom may present. I was very relieved to hear this as being virtual since September, I often struggle with the thought that none of these students will ever feel a connection to myself or their classmates. That comment made me think otherwise. I truly think that for the first time, some of these students can be their true, authentic self.

Throughout the day, we watched the Michael Buble video that donates 5 cents to mental health initiatives, we discussed how being physically active can help with mental health issues and we also talked about how there is always someone to talk to if you are feeling sad. One of my students even shared some important phone numbers in our chat that could help if someone was feeling overwhelmed.

One of my colleagues went as far as to call Kids Help Phone with her class and her students were able to ask them some important questions. They had great discussions about how old you have to be to call, what you could do if you were feeling sad and even what to do if you call and do not know. I thought that was a great idea and I look forward to calling them next year.

Mental health is so important to discuss in our  classrooms, especially in remote setting as well as in light of the events of the past year. We need to know our students are okay and we need to let them know it’s okay if they aren’t. I don’t like that I know more about what my students know in math, science, etc. than about their mental well being. For that reason, last week I did a survey where I asked students to use one word to describe their feelings when coming to remote school each day. This was an anonymous survey so I feel that my students answered this as honestly as they could. Here were the results:
13/33- happy, excited or fabulous
4/33- tired
1/33- bored
2/33- confused
5/33- 0kay
8/33- did not respond to this question

We discussed these results as a class and students shared ideas of how to help the students who felt confused, bored, tired, etc. We talked about how it was great that so many people are happy but we should look to how to connect to the other students who are feeling something else. One of my students brought that up on her own and we had a great discussion about how we can create the best environment possible.

I want to continue doing morning check-ins to ask about their evening and how they are feeling. I will continue to create surveys where they can submit private concerns to me so that I can help them feel okay each day. I will make sure to put a higher emphasis on feeling confident, happy and comfortable next term. I have a great group of students who are excited each day to express their concerns and share their feelings. I encourage everyone who is nervous to ask these challenging questions or talk about the harder to approach topics to do so with their class. You will see how grateful your students are after these real-life discussions.

Hope everyone has someone to talk to during these challenging times.

Kelly.McLaughlin 21st Century Learning, Black Lives Matter, Challenging Topics, COVID19, Distance learning, Mental Health, Remote Learning, self reflection, Social Justice, Students as Teachers, Teaching online, Wellbeing

At a loss for words

Did anyone else have a very hard time before class Thursday, January 7th?

Thinking about how to start discussing the terrorist attacks in the United States on Wednesday, January 6th? I spent the entire evening feeling sick about the whole situation. Then, an entirely new wave of anxiety came over me knowing that I would need to address it with my grade seven students.

At first I reached out to fellow intermediate educators, asking them how they were going to start this challenging discussion. They mentioned breakout groups, article readings and then discussions. Then I spoke to some friends about it who helped me come up with careful and sensitive things to say. In this profession, it is hard to speak about these topics (without being political) and to do so in a calm and professional manner. This attack was something that was devastating towards many people, especially BLM activists who were attacked with tear gas, etc. when they peacefully protesting in 2020.

The morning of January 7th arrived and class had begun. I always start the day with morning music and I found it appropriate to play the song “Where is the Love?” by the Black Eyed Peas. I found some of my students did not know what had happened the night before. A student in my class asked to speak on the mic and inform them about the terrorist attacks on the US Capitol. That student spoke very well and did a good job informing anyone who did not see the news, instagram, twitter or other social media platforms. I spoke about it for a while and explained the importance of positive role models/leaders in societies. Followers will always act on behalf of their leaders and this led to a discussion about positive leaders and how they have positively inspired change (Greta Thunberg, David Suzuki, etc.) Our conversation lasted about thirty minutes and was mostly student-led. Many grade sevens came on the mic to share their thoughts and they all did so in a respectful and calm way. Many students expressed their sadness for families that had children going through many things in the past year: forest fires, a pandemic, the death of Georg Floyd, the violent police response to BLM protestors, remote learning, election issues and then, this. We talked about how we are merely watching from Canada but imagine being in that city during this event, worrying about what may happen to you and your family. My favourite part of the discussion was when one of my students expressed her gratitude for talking about the situation rather than pretending it never happened and going about our day. This made me feel that the discussion had gone well and reaffirmed my thoughts about why current events cannot be swept under the rug (especially with intermediate students). We eventually went on with our day after first checking with all students, making sure that they were okay to move on from the challenging topic.

This week, we received an Emergency Alert on Thursday that informed us we are in a State of Emergency and a stay-at-home order is now in effect. This came during class time and many of my students own phones. We discussed what this means and I made sure to answer any questions students may have had. I discussed how the return to school date had been pushed back (that does not matter to us as we are always a remote class), plus the outdoor gathering size had changed to five and also, just to try their best to only leave home for important reasons. We had a great conversation about how the word “exercise” was now added as a reason to leave home. We continued a discussion about how mental health relates to exercise. This had tied in nicely to our healthy living presentations which had been going on during the week. We talked about how important it was that the government acknowledged that leaving your home for a walk or a run was an important thing to do.

After all the discussions were said and done, we did get back to our usual topics but as we know, the mental health of our students is the most important topic and we should always do our best to check in. This is especially important as we continue to learn online, with little to no face- to-face interactions with our students.

I am hoping everyone had a great start to 2021 so far and all that challenging conversations went as smoothly as they could go. I know I was extremely anxious about the conversations but I shouldn’t have been because my students prove to me time and time again their maturity and positive attitude towards their learning and overall outlook on our world.

Will Gourley Assessment and Evaluation, Challenging Topics, Constant Learning, Differentiated Instruction, General, Modern Learning, Resources

Brutalist worksheets

Have you ever seen something that made you wonder whether it’s sole purpose was to make you feel small or insignificant? I don’t mean this in feelgood sort of humbling way like you might ponder a mountain’s majesty or an ocean’s depth. I mean, the way you feel uneasy when looking at a decades old worksheet from a resource 20 to 25 years past its pedogogical prime – where thought and creativity were never part of its iterations. I’m talking about copy after copy of soul sucking work pages given to students only to be regurgitated upon with rote facts and little, if any, critical thought. Let’s call them Brutalist worksheets because, like the architecture, they make the learner to feel small, and powerless, and the learning devoid of inspiration.

Over the years, I have found a number of Brutalist offerings left behind in the photo-copiers, and they make me shudder a bit to think that they were destined for students’ desks and to inevitable irrelevance shortly thereafter. I’d like to say this is a long distant memory, but it is still happening in 2020.

20 years into 21st Century learning and brutalist worksheets are still being shared. But first a bit about Brutalism.

Minds On

In the creative world of architecture there are several styles that have pervaded through history. We have remnants of the Victorian, Mid-Century Modern, Art Deco, and Modernist eras that occupy much of the past century and its edifices. There is another that cannot be overlooked because of it’s austere, raw, and imposing nature, Brutalism.

Brutalism, but this is a blog for teachers? Why are we having an architecture lesson? Why not? After all, design is design and the way that we construct, craft, curate, and create content for our students matters. It is inconceivable to think it can be done without consideration of the learners we are teaching or without differentiation.

Imagine a stark and unwelcoming piece of paper that seems as if it’s sole intention is to crush your spirit. Next, think of a page full of Math calculation questions that you have been handed, and are now expected to complete before the 2 or 3 minute timer goes off. Think of a different, but equally oppressive Math sheet with instructions, but no guiding example or room to show your thinking? Think of a double-sided sheet of French -er, ir, and -re verbs to conjugate. Brutal and absolutely intended as rote busy work to keep students from being their best.

I was visting a school a few years back and came across a teacher with a stack of photocopies at least 1500 pages or more in total. I asked if this was for a whole school letter to which they replied that it was for their classroom followed by, “You have to keep ’em busy somehow.” I walked away very sad at that moment and have tried to hang on to that interaction as a reminder of what not to do.

Brutalism in our profession has no business in any of our classroom resources. In fact, we need to seriously consider the function and purpose of everything we are printing for students. It starts by cleaning out the cabinets and binders that contain outdated worksheets. I know it means having to start fresh for some, but imagine the potential for deeper learning rather than a time filler destined for the recycle bin? Perhaps doing this over the course of the year will make it less daunting. With so many digital tools at our fingertips now, creating and updating content is easier than those Xerox days of yore.

Our shift to digital learning has allowed many of us to curate constructive content with links that are informative and interactive. There are also environmental and financial benefits from avoiding copy after copy too. With a suite of apps and productivity tools. Teachers can create these spaces from a trove of templates and fellow educators who are willing to share. No need for TPT here.*

Start with the incredible digital resources being shared from your school board and from a cohort of amazing educators via Twitter. I know that PeelDSB, TDSB, DurhamDSB, and YRDSB have provided many excellent resources to their staff, and am sure there are more boards out there doing the same for theirs. If you want to start your own, you can always check out Ditch that Textbook, Mathigon, Shukes and Giff, TV Ontario, and TED Ed for ideas. If you have a favourite, please share in the comments below.

All that I ask is that you resist the urge to hit the copy button without considering the content you intend to share with students. Will it make them feel insignificant and under-inspired? Then you might have a brutalist worksheet in your hands and it might be time to go back to the drawing board to design something inviting and engaging to students as modern learners.

* I always think of toilet paper when I see TPT. Sorry, not sorry.

Will Gourley agency, Challenging Topics, Equity, General, Making a Difference Through Education, Social Justice, Student wellbeing, Wellbeing

About those indoor shoes

Winter’s coming and as I share this on the eve of December and our possible first snow day of the 20-21 school year, the timing is intentional.

Recently, I had a moment of clarity while greeting students at the door of my classroom. It started out simply enough as they returned after a snowy midday recess. Amid our usual pleasantries it happened – a simple and often overlooked aspect of privilege kicked me in the thoughts as I welcomed students back inside. Although, there was nothing out of the ordinary on this particular day, all I could think about, in that moment, was indoor shoes.

You know, that 2nd pair of shoes students are expected to bring from home, that stay at school, so they can change in and out of for recess and indoor activities. The ones that every student is told they are supposed to have. The same shoes that can be found classrooms away from their owners’ personal effects after being dribbled down the hallways soccer style by budding Christine Sinclairs and Alphonso Davies’. Those indoor shoes. 

Although an extra pair of shoes might be a small issue for many of us, I wonder whether asking students to have a dedicated pair of shoes to change into for inside school exagerates the socio-economic divisions that are obvious in many of our communities. After nearly 2000 days in the classroom, I am only seeing the ability to bring a second pair of shoes as an indicator of privilege, and that got me thinking about equity.

So, I’ll ask. Do you think that requiring/expecting students to have a 2nd pair of indoor shoes is unfair to those who are unable? Have schools become too demanding to expect this considering that many families are living pay check to paycheck? How are educators working to support their learners without isolating or alienating them by their supportive actions? Don’t even get me started about winter boots.

Clearly, there is a fine line to tread and I am wondering what’s changed, what needs to change in the way we were are doing things, and what else have I/you/we been missing? 

What’s changed? 

Nothing and it is not going to either as long as our socio-political and economic structures remain the same, we will always have students coming to school from places of unearned disadvantages being asked to act like they do not.

When we know that students are in need, how do we as a school community genuinely support them equitably? Is there a way that we can help while being discrete in our actions? One way might be by intentionally looking the other way while still making a note of things like a single pair of shoes, no boots, or a lack of weather protective garments rather than confronting their lack of them outright. How do we provide help without awkward and uncomfortable moments for a child?

What needs to change?

There will always be students with needs. Even though we might have enough, and it looks like they have enough. It is easy to be fooled into inaction by the belief that their enough is actually enough. When students are sent to school with a lunch to eat at school, it’s not obvious at first look whether it is the only meal they are having each day. It starts at relationships. 

Knowing the learner is the key here. Without it, we risk allowing students to fall through the cracks. With recent restrictions to work due to the pandemic, it is becoming clearer that families are living in more precarious circumstances. That fancy car that drops students off at the kiss and ride each morning may about to be repossessed. The top dollar running shoes and brand name everything to wear seems incongruous to the jam sandwich or mac and cheese everyday that those same students are bringing for lunch. I am always hopeful that the child really likes the same lunch everyday, but am also watchful whether it is an indicator that something else is going on outside of school.

What else have I/you/we been missing?

Even though I have used indoor shoes as the soul of this post, they are not the sole indicators of unidentified needs or inequities. At-risk students are everywhere in our hallways. I am trying to pay attention to their actions, words, and body language. I never want to look back on this time and think that our students slipped through the cracks without our support. Conversations with other colleagues also help to fill in the blanks if something doesn’t seem right. It has become second nature to ask a student how their day is going. It is also important to include all of the community resources available to schools too. 

If we pay attention to the little signs, we have an excellent chance to close some of the gaps for our students. It might be as simple as connecting families with access to community supports they may not have known about. This may be a simple as ensuring that there is English language assistance for them when it comes to access. For others, it might mean ensuring there is something extra to eat available for any who are experiencing food security issues. For others it might mean an invitation to help out in class during a particularly cold day at recess. 

Whatever the circumstances, we can walk alongside students as they learn to fill the shoes that are waiting for them in the future. 

Thanks to Tim Bradford and Nicolette Bryan @ACPS for their wisdom and candour while discussing this topic. 

Further Reading:

Equity: The Missing Piece of Most Back-to-School Conversations

Arianna Lambert Advocacy for change, Challenging Topics, Constant Learning, Professional Learning and Growth, self reflection

A Call for Change

In this post, I write as a Black educator struggling to understand why change is so hard. Over the years, I’ve had many colleagues and administrators who “understand” my position, and yet when it comes to enacting change, the status quo is upheld. If you understand my position and can support me in the private moments when you come to “pick my brain”, why is it so hard to support my position in public? Understanding to me means that you have heard me and are willing to do something about this new knowledge. Now, don’t get me wrong, I am not expecting that everyone should change their practice to accommodate my preferences but when real harm is being done in schools and they are voiced, I expect that these voices would not be silenced and dismissed. Here are 2 ways that I think we can do better.

Think Critically to Understand the Why

The old adage, “We’ve always done it this way” is dangerous. Just because something has always been done, doesn’t mean that it needs to continue.  Throughout my career, the people I have admired or respected the most have been those who have been reflective on their practice. Years ago, I remember myself and a colleague often popping by our VP’s office to just sit and talk at the end of a day. It became common practice – that probably annoyed our VP at the time – but it was a time to debrief and to think critically about our day and next steps. In speaking aloud and reflecting on lessons or upcoming school events, it became a space where we asked the important question, “why?” In these moments, I learned the value of being intentional in my practice. When there has been no substantial or good answer to the question, I often sit with the origin of the practice and consider how I got started using it. The first way that I think that we can bring about change in our schools for the better is to think critically about why we do what we do. With a clear understanding of “why”, we can choose which practices we continue and which ones we should consider changing or eliminating altogether. 

Speak up!

Many may recall my post from months ago on “Crazy Hair Day”.  The number of people who messaged publicly and in private was amazing. People taking the time to read, reflect, and reconsider made me think that my moment of vulnerability might possibly bring about some change for the many harmed by this practice that has no place in schools. While I don’t see as many pictures of the days on Social Media, I’m not naive enough to think that they no longer happen. Earlier this month in a meeting, the topic came up again and there were a number of sighs in the room. While sighs are a step up from remaining silent, without a justification for the sigh, there’s no conversation on what evoked the sigh. In that moment, I wished that all the messages around the harm of Crazy Hair Day would have been voiced. I wish that those who mentioned the inequity online and those that mentioned their feelings of uncertainty through messages would have taken the time to speak up, rather than looking to me to say something. One person came to me and asked why I didn’t speak up and I said that I always do and have written on the topic publicly. In that space, every person knew my perspective. As I packed up my bags to leave, I didn’t bother to ask my colleague why they didn’t speak up. The last time I asked them this, they said, “Yes, I should have said something.” My ask is this, please stop relying on that colleague who is seen as the disrupter to always speak up. They’re tired. Use your privilege and voice to do what you so proudly do in private. We need you to talk on these matters when they actually matter. As Maya Angelou said, “Do the best you can until you know better. Then when you know better, do better.” If you’ve heard or learned that something is problematic, please turn that learning into action by speaking up. If as a collective we speak up, then there is a greater opportunity for change. 

I know that we are all on a journey of learning. My call for change today is that this learning includes action. Think critically about practice. Ask the “why”. Speak up; particularly when you have privilege in a space. Your voice is needed to enact tangible change.

Melissa Turnbull Challenging Topics, COVID19, Mental Health, Mindfulness, Occasional Teachers, wellness

“Ontario considering extended school closures as winter break approaches”

Gulp. 

My heart sank down to my stomach as I read headlines such as this one flood the news and every single social media platform that I am a member of. 

I am, by nature, a worrier in general. So this year and all that has come with it has brought immense amounts of stress into my personal and professional life. When schools were locked down in March, I was so positive there would be a quick fix to the problem. Like many people, I figured a two week shut down would obviously solve the issue and we would be back with our students in no time. I often reflect back on how misguided I was in those moments. I wish I would have clung to “normal” life just a little bit harder and appreciated it just a little bit more. 

As an Occasional Teacher, my unique situation of travelling from school to school and class to class leaves me extremely vulnerable in the times of COVID-19. I wear my PPE, I wash my hands, I socially distance, but the fear of contracting and/or spreading the virus hovers over my head each day like a dark cloud. Some days it feels like I am trapped in a small room, where the walls are inching closer and closer to me. Therefore the thought of a closure feels safe to me, it feels comfortable, it feels familiar.

On the contrary, it feels like another closure is equivalent to taking ten massive steps back. Educators have made enormous  progress and countless sacrifices in order to welcome students back into school, and are simultaneously supporting students academic, social and emotional development amidst the current restrictions. Being with students is what sets educators souls on fire. It is the students that inspire me every day to keep going, keep persisting, and keep learning. 

So much unknown. So much fear. What will happen to me? Will I continue to have consistent work? Will students be okay, academically? Socially? Emotionally?…

“Minister Lecce says extended winter break will not be necessary”

New news begins to flood my social media. No extended time away from school, for now anyways. As we move forward, through the cold and flu season while battling a second wave, the fragility of the system we have worked so hard to build back up seems more apparent now than ever. It feels like at any moment, things could come to an unknowing halt. Day by day, month by month we remain unsure, on edge, confused and exhausted in anticipation of what the future will hold. 

My grandmother was an elementary school teacher for many years. She now has dementia and does not entirely understand what is happening in the world or comprehend the devastating impacts of the pandemic. Her and I often chat about teaching, as her short term memory is fading but memories of her work as an educator come easily to her mind. I explained to her my panic, my stress and my feelings of hope and despair all at once. She turned to me and said something I will never forget.

“Teachers will never know what their days at school will look like. We could plan forever and the outcome will still be different than expected. But, teachers are good at change, that’s what we do”. 

 

No matter what comes our way,

We’ve.  Got.  This.

Michelle Fenn 21st Century Learning, Challenging Topics, Constant Learning, COVID19, General, Inspiring Students, Inspiring Teachers, Mental Health, Mindfulness, Modern Learning, Occasional Teachers, Occasional Teaching, Professional Judgement, self reflection, social emotional learning, teacher efficacy, Teacher Wellness, Teacher Working Conditions, Teaching as a public profession, wellness, wellness, Wellness, Women at Work, Women's Health

Compassion Fatigue and Teacher Burnout

It is no secret to educators that teaching is an occupation of high stress.  A Johns Hopkins University study ranked teaching as the 4th most stressful job of all occupations.  Educators know that the job is stressful, but sometimes it helps to put a name to something in order to help us cope.  Sometimes, it is enough to know that others are going through what we are going through in order to come to terms with our own feelings. Recently during a webinar workshop from “Right to Play,” the facilitators referred to what some educators are experiencing right now as “compassion fatigue.”  I had heard of this phenomenon relating to emergency response occupations, but I had never really thought about it in terms of education.  What we may consider “stress” in the teaching profession may be explained in better detail by examining compassion fatigue.

According to Joanna Krop, author of  “Caring without Tiring: Dealing with Compassion Fatigue Burnout in Teaching,” compassion fatigue “is a form of burnout characterized by extreme mental, emotional and spiritual exhaustion, and it’s an occupational hazard in the caring professions.”

Teacher burnout is not something new.  Recently, however, there have been a number of articles written on the topic of teacher burnout.  A few days ago, the CBC released and article with the results of a survey completed by 2,000 teachers about the pressures in education. One third of the respondents are thinking about retiring or seeking a new career.  One third.  Some educators cite that the pressure and stress is coming from trying to maintain the best educational experiences possible for students while also trying to adhere to pandemic rules and guidelines.  Teachers hold themselves to a high level of integrity and service in their work, in addition to wanting to help their students and their families.  Then add a global pandemic on top of the regular burnout reasons.  As if that wasn’t enough, there are so few teachers available for daily occasional work that teachers feel more guilty than ever when they need to take time for their health.  For many educators, teaching isn’t the only thing that is leading to that compassion fatigue as many teachers have the added pressures of taking care of children and/or aging parents. The most challenging aspect of burnout is that what seems to be the biggest factor in burnout is dedication to the job.  The more dedicated the teacher, the more apt they are to experience burnout. Teachers are burning out because they care.  Hardly seems fair.

The question becomes then, how do we counteract compassion fatigue and burnout? From what I’ve researched, it is all of the things that we know are good for our mental health:

  • figure out what you can control and what you can’t and focus on what you can control
  • temper your expectations of yourself and your work (remember that we are in the middle of a global pandemic and the circumstances are different)
  • small steps towards getting outside, eating betting, exercising and doing creative things
  • surround yourself with supportive people and trusted colleagues
  • be aware of toxic positivity or the rabbit hole of complaining about things
  • show your true self to your students, be authentic so that your students have permission to be authentic too
  • quiet time for yourself and for being mindful

All of that sounds wonderful.  All of it sounds like common sense.  However, it isn’t as easy to put into practice as all of the research makes it sound.  This can appear of just another long list of things to do added to an already long list of things to do. Sometimes burnout can get to a point where you feel immobilized or you may even be at the point that just getting through the next breath is all that you can plan.  As someone who generally plans the menu of meals for our family a week in advance so that we can do our groceries, I know the chaos I feel with uncertainty.  Right now my plan is to try to be patient and gentle with myself.  Everything is going a hundred miles an hour and I keep thinking that I have to keep up or somehow I’ll miss the bus.  However, I also know that if I get to the point of exhaustion, I become less self aware and I’ll end up getting run over by the bus and won’t be good to anyone.

It feels like an impossible task to willingly accept less of myself than I normally expect.  I feel like I will let others down.  However, if I don’t temper the expectations that I have of myself and my work I’m going to have tire tracks on my back and that won’t be good for anyone.

Will Gourley 21st Century Learning, Advocacy for change, Black Lives Matter, Building Inclusion, Challenging Topics, Constant Learning, Equity, Inclusion, Inspiring Students, LGBTQ2S

About those special days at school Pt 2.

This post is a continuation of About those special days at school Pt 1. Both seek to make sense of a number of events in and out of the classroom over the month of October. I believe it serves as an excellent snapshot of the incredible amounts of effort, organization, and attention that educators put into this calling on behalf of students even when faced with the extraordinary circumstances of 2020. In that context alone there is nothing to refute. However, my goal is to continue working through this month’s mind purge along the contiuum towards anti-racist education and equity – something that cannot be contained by a day, a month or a year. Hence…

I get it. I feel the fatigue of being an educator during a pandemic.
I see it in your eyes and via your posts on social media.

I get that not everyone is at the same place on the anti-racist continuum.
This is not a virtue signalling contest. We are not playing.

I’ve heard that we have to tread lightly for fear of offending someone’s feelings(privilege). This is not about codling your fragility or mine at the expense of someone else’s existence. There will be no emotional power plays allowed here, but that doesn’t mean we don’t hold power. In fact that has been one of the biggest barriers to authentic change in the past and now because we are part of a system that has held all of the power. I’ll let that sink in.

You, me, us have benefitted for a long time from the systems that have been created to oppress others. Don’t run away. I promise something good can come from all of this if we listen, unlearn, and work together.

I know that acknowledging and reconciling issues of systemic racism take a lot of emotional energy. I hear it directly from friends, in group chats, and through the silences about how draining and frightening it can be. There has never been a better time to recharge your batteries than by taking the next steps along the continuum with others on the same journey. You’ll find you have more stamina to overcome your fears than you thought.

Tired or not, this does not mean we cannot take on the necessary work that needs to be done to undo 400+ years of colonialism and systemic racism in our country and education system. I fear that failing to face our discomfort(fear) or to foster learning around systemic issues will be far more detrimental to the future than any ignorantly bliss days we have without it. This is not the time to sit on the sidelines of history. There is too much at stake, but with so much happening all at the same time, it is easy to see how it can be put on the back burner in our schools. It doesn’t have to mean that the heat is off though.

My October

October started at a brisk pace. If by brisk you mean tornadic and unpredicatable for students and staff in class and online, you nailed it. So, it should surprise no one that there was not a lot of time to tackle tough topics during that first week with a reorganized larger class and new schedule. Did I mention it was Islamic Heritage Month? Reminder to self. Share with students and ask them what it means to them and how should be approach learning more about it?  Oh, and Happy Thanksgiving if you celebrate that! Remember that the history of Thanksgiving has ties to settlers who broke treaties with First Nations across North America. No school on Monday.

Week 2 – routines falling into place. Did someone switch the hand sanitizer for some cheap booze? Students nearly retching as the virus killing juice splashes their hands. Wipe down markers, pencils, technology, and anything with a surface repeatedly. The realization that some concepts taught during Emergency Distance Education may not be easily recallable or cemented. Looking your way Math. Hey, don’t forget to wear purple to show support and solidarity for  2SLGBTQ+ youth who have been bullied for their identities. Reminder to self. Revist conversation about Islamic Heritage month.

Week 3 – Math, Language, AP level Sanitizing and distancing, classroom closure due to possible COVID 19 Case. Staff and students on edge. Conversations around the Mi’kmaq First Nation and  about Black Lives Matter that leave my bucket filled by students asking more questions and forming some critical connections. Don’t forget to talk to your parents about virtual meet the teacher night next week. Reminder to self. Visit board web site for resources and events for Islamic Heritage month and share with staff. Done and done. Make sure to mention the significant contributions to Math from Islamic and Indian mathematicians. Wonder how to extend learning about Islamic heritage further into future months.

Week 4 – See prior week and add in 2 sessions of virtual meet the teacher night, a morning of PD planning for our staff leadership team, an assessment or two, a realization that Friday is the day before Hallowe’en and that the place is already going a bit bonkers with the excitement. Debate over decorations or not? Not. Debate over distribution of candy in class to students and how to do it safely in times of COVID 19 while tying it into a wonderful Data Management and Number Sense activity. Done and done with a few sweet treats to spare. Send students home happy, safe, and full of treats.

Throughout the entire month we tried to tackle issues that are relevant beyond a single day. No pumpkin spiced worksheets, word searches, or TPT drivel was necessary to make the month meaningful. My only regret was not taking more time to check in one on one with my newer students a bit more. We had a few rough days that still need refining, and their resilience has been admirable despite the long shadows of COVID 19. Next month will be better.

With November smashing down the door, my class will be embracing the learning from a whole new set of special days. Many of them specific to November such as Holocaust education week and Remembrance Day. It is my goal to make each one meaningful and relevant for my students while continuing to instruct through culturally responsive relevant pedagogy and anti-BIPOC racism focus. Sorry, there will be no themed worksheets this month either.

Note to self: Complete progress reports and confirm virtual parent interviews. Stay safe. Stay strong.

 

Michelle Fenn Challenging Topics, COVID19, General, Inspiring Teachers, Mental Health, Mindfulness, Modern Learning, Questioning, Resilience, self reflection, social emotional learning, Teacher Wellness, Teacher Working Conditions, wellness, Wellness

Toxic Positivity in a Brave New World

I am a huge science fiction fan and was excited to start the new TV series “Brave New World”.  I read the book for my “The Science in Science Fiction Literature” course (I know, cool course right?) in University and I was looking forward to the TV series. In the futuristic “Brave New World”, society has developed mood altering drugs that everyone is required to take to maintain their “levels” so that they can have calm, happy dispositions all of the time.  The result is that the characters don’t really have to “feel” anything deeply.  If there is discomfort or grief they can take a “soma” from their Pez dispenser-type tool and go on with life in peace and harmony.  The struggle for the characters is that once they discover the power of feeling true human emotion they want to experience it, thus going against the social norm.

The “Brave New World” narrative parallels the dangers of toxic positivity.  Psychologygroup.com defines toxic positivity as: “the excessive and ineffective overgeneralization of a happy, optimistic state across all situations. The process of toxic positivity results in the denial, minimization, and invalidation of the authentic human emotional experience.”  Think of it like too much of a good thing can be bad for you.  Phrases like, “It could be worse,” or “Focus on the positive,” “Don’t worry, be happy,” may seem innocuous, but in fact reject, repress or deny negative emotions. The message is that it is not OK to feel anything except positive and happy.

So what does this have to do with education?  First of all, teachers excel at wearing stress and being busy as a badge of honour.  I’m guilty of doing it. I’ve heard myself say that I worked all weekend preparing for the upcoming week. We have established this as a norm in educational culture.  Human beings work best when they give themselves time to rejuvenate.  Teacher burn out is a real thing. I honestly think if I walked into a staff room and announced, “I totally relaxed all weekend and just read my novel.” I would face sneers and hear “Must be nice,” muttered around me. Not because teachers are bad people, but because as a culture we don’t value taking care of ourselves as much as we value productivity. Being positive about being overworked and stressed out is toxic positivity, and it is rampant in education.

The problem isn’t with genuinely upbeat and effusive people. Those people are rare.  Treasure them. The problem lies in people denying, repressing, minimizing or invalidating negative emotions.  Keeping calm and carrying on can be counterproductive and harmful to mental health.  While there are well intentioned people providing “just do it” kind of strategies and messages about being positive; those intentions may end up making people feel bad about feeling bad, adding guilt and shame to the mix of emotions.

So, what can we do?  We can try to shift the narrative to value and validate the real emotions that people are feeling.  We can try to give ourselves permission to say, “You know what, I’m not ok right now. I’m grieving the way in which I used to work and live.  I’m hoping that it will soon change.” It is OK to be sad and yet still feel positive about the future.  You can feel both things.

When someone shares their sadness, anger, grief or frustration with you, try to sincerely validate those emotions.  True empathy is saying, “I’m here to embrace the suck with you,” not minimizing the emotions of others.  You can be curious and ask questions, “That must be frustrating, tell me more about that, I’m here to listen.”  Then, do that.  Just listen.

I try to give myself grace and forgiveness.  I have not learned to knit, bake bread or trained to run a marathon during the pandemic. Some days, just putting two feet on the carpet beside my bed is a big win.  I have to remind myself daily that is OK not to be the “Quarantine Queen.” It is OK not to be productive beyond my wildest imagination during a global pandemic. I try to avoid offering platitudes about positivity. I try to validate the feelings of the people around me. I will try to give up “soma” in my Brave New Covid-19 World, throw out the fake positivity, and feel all of the range of emotions – good, bad and ugly.