I still remember my first day of work as a fourth grade teacher. My classroom had a green chalkboard, an overhead projector, one large wooden teacher desk and rows of student seats. I entered ready to present my lesson and engage with students. But within the first few minutes I recognized I was prepared to give a lesson but outside of that really had no idea what I was doing. It would be an understatement to say I struggled my first day as a new teacher.
Teaching is a tireless act of love. Good teachers often pour their hearts into their work. It’s exhausting, and rewarding, but also, at times, painful. The 2018-2019 school year was particularly painful for me. I was teaching 7th grade science—a class where directions like “do NOT drink the hydrochloric acid” need to be frequently, and urgently repeated—and I was mourning the passing of my last grandparent.
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?
A few months ago, scrolling through Twitter, I saw a post from former Minnesota Teacher of the Year (and great Twitter follow), Tom Rademacher, highlighting a Facebook post (it’s always a Facebook post!) in which an educator was advocating for a routine for connecting with “difficult” students - that routine is to commit with that student for a 60-second hug.