The more time we invest in ourselves, as educators, the more we can give to students. The richer our interactions and relationships can become when we get better acquainted with ourselves. At the risk of sounding cliché about self-improvement, it is powerful to spend our time taking care of ourselves. The world of education can be chaotic on a good day and now the chaos has turned up a few thousand notches as we navigate COVID, student mental health, missing assignments, student absences, and ever- changing rules/guidelines.
Often the focus of the concept “Social-Emotional Learning” is geared towards our students. Most educators have acknowledged the fact that students have a challenging time learning to the best of their capacity when their social-emotional needs are not being met. What about the educators themselves? When do the educators get to process the secondary trauma that is often occurring throughout the day?
In the era of initiative fatigue, the last thing most teachers need is another program that promises to improve teacher wellbeing, reduce stress, and benefit classroom management. So let’s not have that conversation. Instead, let’s talk about real, sustainable, systemic change for the better.
I racked my brain on deciding what anecdote I could share that would illustrate what’s been on my mind lately. Like the vivid memory I have as a six year old of waking up in the morning and not understanding why I felt a sudden sensation of desperation. I also thought about the time in high school when...