Tag Archives: Teacher Self-Care

Working in Schools During a Pandemic Requires GRAPES

This post contains affiliate links. If you click on a link,
a small commission may be paid.

Working in Schools During a Pandemic

Teachers and school administrators are nearly at the end of their ropes. Many don’t recognize or seem to know the professional or emotional needs of teachers and school administrators. This is especially true while working in schools during a pandemic. Stress is affecting all stakeholders, including educators, students, parents, and community members. However, the educators are on the frontlines, and they need GRAPES.

Working in schools during a pandemic brings unexpected new demands on educators. Even before COVID, teaching was never an easy profession. During this trying time in our history, teaching and learning changed on the drop of a dime. Suddenly classes were virtual with nearly no preparation for professional development. Yet, teachers and school administrators had to think on their feet and make it work. It may not have been perfect, but teachers know they must have a plan A, B, and C. They work hard under pressure, but at some point, it all becomes too much to handle.

Teachers’ Emotional Needs

According to the article How to Support Teachers Emotional Needs Right Now, the Yale Center for Emotional Intelligence and the Collaborative for Academic, Social, and Emotional Learning (CASEL) launched a survey to get an idea of teachers’ emotional lives during the pandemic. Over 5000 teachers in the U.S. responded to the study in March 2020. “The five most mentioned feelings were anxious, fearful, worried, overwhelmed, and sad. Anxiety, by far, was the most frequently mentioned emotion.”

In the same article, 2017 is mentioned, too. Again, over 5000 educators responded to the same questions. Then the top five emotions were frustrated, overwhelmed, stressed, tired, and happy. Of course, the responses were before COVID19, but you can see how the feelings are much more intense or worrisome.

The emotions in 2020 are much more personal for educators. Both teachers and principals worry about their own health and the needs of their families. Teaching in a virtual setting or a hybrid is difficult. If you must work from home and your own children must learn from home, conflicts will occur. Your students need attention, but so do your own kids. How do you balance both? It’s impossible!

Decision-Making Without Teachers’ Input

Stress and burnout among educators was an issue before COVID. The pandemic intensified the problem. Decisions were made to return to schools despite an increase in the number of cases of the virus. Teachers were left out. Decision-makers seem to forget that teachers’ emotions, opinions, and experience matters. Educators still feel some kind of way about how politicians and district leaders ignored their pleas. Right now, the negative emotions will only increase the levels of chronic stress in teachers and school administrators.

Not only do educators have to deal with being left out of the decision-making process, but they must also deal with hostile public relations. The perception and some headlines seem to portray teachers as not wanting to work. “Teachers need to do their jobs and return to the classroom!” How many times did we hear and see those words? We also heard from politicians if schools did not reopen, districts would lose federal funding.” Educators did not need additional and unnecessary pressure. What they need are GRAPES! Here is an explanation.

Working in schools during COVID19 — Teaching during COVID19 is a game-changer.
Photo by Adam Niescioruk on Unsplash.com

Grace and Resilience

First, teachers and school administrators need grace. What is grace? How do you provide dignity to educators? Grace, as a noun, means favor or goodwill. As a verb, grace means to favor or honor. All first responders and essential workers deserve dignity, including teachers. Educating the nation’s children is an honor and a tough job. Many cannot and will not do it. However, those that do the job make many sacrifices daily. They teach, but they also give, nurture, care, love, and go beyond the call of duty. Show an educator some grace by honoring the work they do daily.

The second part of GRAPES is resilience. In the field of education, school staff members need to be resilient. We cannot take everything personally because stress and disappointment will have their way with us. Educators can bounce back after being pulled in too many directions, overwhelmed, disrespected, and much more.

Kicks Crew

Access and Patience

Next is access to the necessary resources and support. Give educators the funds, materials, technology, and professional development to be successful and provide the best quality education. Also, provide access to the social-emotional needs of the adults who work in schools. Make funding our schools a priority so that resources are plentiful and equitable.

Educators give and need patience. Parents are upset that virtual learning is not going as well as they’d like it. Students are squirmy and overwhelmed. Teachers are frustrated with virtual learning platforms, low bandwidth, unobtainable expectations, and a few other things. Everyone is tired of sitting in front of a screen for too many hours. Impatience turns into stress for all.

Empathy and Support Systems

Teachers and principals need empathy, too. All non-teachers should put yourselves in their shoes. Wear their moccasins of an educator. Ask yourself, can you survive a week in a classroom with 25 or more students? If the answer is no, then give empathy to all those who teach your children. Many parents discovered how hard it is to work with their own children during the pandemic. Some parents even praised teachers for the job they do. Still, others feel teachers do not work hard enough.

Lastly, teachers need a variety of supports. Working during a pandemic showed how vital teachers are to our country. Educators represent an essential market in the economy and in politics. We are an engine that helps to move many working parts in our nation’s systems. Support systems must be in place to deter the effects of stress and burnout bound to happen during and after this pandemic.

Teacher Self-Care During a Pandemic

Provide grace, resilience, access, patience, empathy, and support to every educator you know and meet. Let’s make teachers feel seen and heard. Empower them to make decisions. Value their opinions, knowledge, and experience. Make working in schools during a pandemic less scary, Tell teachers they are worth every penny and more of their salaries.

Now, educators, you must do some things for yourselves, too. You can only control the controllable. Carve out some time for self-care to maintain your mental health. During breaks from virtual classes, move your body by walking around your house or apartment. You need self-compassion, too. Set reasonable expectations for yourself and others. More importantly, reach out and communicate your mental health status. Do not stay silent when your suffering. Your livelihood is a priority, but your life is more important.

Got GRAPES?

Additional Resources

How to Support Teachers’ Emotional Needs Right Now

https://greatergood.berkeley.edu/article/item/how_to_support_teachers_emotional_needs_right_now

Teachers Are Caring More Than Ever

https://www.edweek.org/ew/articles/2020/07/22/teachers-are-caring-more-than-ever-but.html

Reflecting on Teacher Well-Being During A Pandemic

https://ies.ed.gov/ncee/edlabs/regions/pacific/blogs/blog28_reflecting-on-teacher-wellbeing-during-COVID-19-pandemic.asp

How to Support Teachers’ Emotional Needs Right Now

https://greatergood.berkeley.edu/article/item/how_to_support_teachers_emotional_needs_right_now

This post contains affiliate links. If you click on a link,
a small commission may be paid.

Educators, Admit That We’re Not Okay

This post contains affiliate links. If you click on a link, 
a small commission may be paid.

Throw Off the Masks

Historically, teachers and administrators must show strength and bravery during tumultuous times. We tell ourselves that we must be strong for our students because the children need us. We must be a strong tower to lean on and very composed for all to see. Yet, some of us are falling apart inside and out. Today, let’s throw off the masks. Educators, admit that we’re not okay!

The year 2020 is half over, and it’s a bumpy ride. The year began like any other, and then COVID19 hit our nation and the world. We were not prepared for a pandemic. Schools closed without knowing that we would not return for the remainder of the year. Teachers and administrators had to shift gears in every area of education.

Remote Learning Didn’t Work

A recent Wall Street Journal article, The Results Are In for Remote Learning: It Didn’t Work, states the pandemic forced schools into a crash course in online education. Teachers are used to planning and preparing. COVID19 did not give us time to do so. Suddenly, students were sent home, and instantly, e-learning became a thing. Educators were thrown into a whirlwind. Districts quickly put together some guidelines to follow, but everything was haphazard. No one was ready for what hit us.

Students and parents were not prepared either for remote learning. Many students do not have access to the technology needed for e-learning. Districts tried to provide computers for students in need. Also, some students and parents do not have access to WiFi. Yes, companies offered access at a reduced rate, but some parents could not afford another bill. Everyone is stressed!

Educators feel the effects of societal ills, too. Photo by Engin Akyurt on Unsplash.com

Kindle Unlimited Membership Plans

Communication is a Priority

Teaching is a profession where communicating with students and parents is a priority. When classes are in person, seeing and speaking to your students is an everyday thing. We are on the frontlines like first responders. As educators, we develop relationships with the children and learn their nuances, triggers, likes, and dislikes. We can look in their faces or eyes and know when they are happy, sad, angry, or scared. Our students know our moods, and we know theirs. E-learning takes away a certain amount of humanity. The computer screen can hide emotions and signs of distress in the children we teach. So, to add on to the stress, we now have worry, too.

We worry for the students who were already on edge or have social-emotional issues. Schools are often a safe haven for children who live in unstable homes where physical or emotional abuse is present. Teachers and administrators also agonize for the families during the COVID pandemic. In schools with a majority of low-income families, parents are at risk of unemployment and financial calamity. We are anxious that our students are hungry and possibly homeless if their parents cannot afford to pay the rent.

More than a Pandemic

Yet, educators are supposed to appear to be strong despite our anxieties. Again, we mask our feelings instead of admitting that we are not okay. Many teachers can tell you that they have lost track of some students. Despite calling emergency contacts and several phone numbers, a large percentage of children are lost in the system of remote learning. During a typical school year, we can make home visits and knock on doors. However, the pandemic has us on lockdown. When we cannot locate a student, it is a significant stressor. We care about the well-being of the children and their families.

Just as COVID19 threw us all out of whack, the killing of George Floyd by a Minneapolis police officer lit a fire across the United States. Peaceful, protesters, rioters, and looters took to the streets in major cities. Neighborhoods and communities took massive hits of destruction. Buildings, stores, pharmacies, and more no longer exists in areas that were already barely existing. Now, our students had to witness a mix of peaceful protests, violence, and destruction. They also witnessed the explosion of anger and trauma like the combustion of emotions. Plus, the children don’t have the school building as a safe haven anymore. Again, we are unable to reach out to comfort our students during the turmoil. It’s too many unknowns for us to handle.

We Are Not Okay

Educators, let’s admit that we’re not okay! Why are we expected to be fine? How do we deal with much heartache, burdens of the pandemic, and the societal ills that affect our students? These issues are traumatic for us, too. Why are we expected to be experts at e-learning at the drop of a dime? No one was prepared for remote learning to be the only source of teaching for months. How do we deal with the expectations that educators must weather any storm, no matter how devastating?

Teachers and administrators, let’s begin with admitting that we’re not okay and just as fragile as any other humans. We are hurting, too. It is okay to cry, shout, and be vulnerable. If you need to seek support, don’t hesitate to reach out to a counselor, colleague, or family member. The last thing you want to do is hold in your emotions and become overwhelmed with distress. Your worries and concerns need to be heard, too. Admit that you are not okay and take the time to heal.

Resources

https://www.wsj.com/articles/schools-coronavirus-remote-learning-lockdown-tech-11591375078

Are You Out of Focus

Finding One’s Central Understanding of Self

This post contains affiliate links. If you click on a link,
a small commission may be paid.

FOCUS

This is an update of a previous post. In 2020, educators are experiencing major changes in their profession. The way we teach made a major shift or swerve to e-learning. Teachers and administrators are pushing through but it’s been a difficult change. so, during the pandemic lockdown of COVID19, it is a great time to focus on yourself. Find one’s central understanding of self (FOCUS) while getting through a time of changes and uncertainty.

As a kid, you were told by a parent or teacher to “FOCUS!” Your mind wandered off somewhere while you were in class or your mom was telling you something important. You were thinking about something special you wanted to do for yourself or with your friends. As a child, there are no inhibitions to focus on yourself or what makes you happy. A child’s days are filled with self-discovery.

Growing up and becoming an adult with responsibilities changes the concept of focusing on yourself and what makes you happy. Sometimes, adulthood means losing focus of your true self. Are you out of focus? Think about it for a moment! What images of you come to mind? So now look at the word, focus in a different light. Think of it this way: Finding One’s Central Understanding of Self.

Pages: 1 2 3 4

TTT4U

Keep Calm and Educate