Tag Archives: Alberta Education

Aug7

Starting the School Year Right: Safeguarding Teachers’ Mental Health

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Standard

As teachers, we often pour our hearts and souls into educating and nurturing our students. However, it’s equally important to prioritize our own mental health. The beginning of a new school year is an opportune time to establish healthy habits that will support us throughout the year. We will explore some essential steps for teachers to start off the school year right and safeguard their mental well-being.

Reflect on Past Experiences

Before diving into a new school year, take some time to reflect on your previous experiences as an educator. All too often the hectic pace of the school year can make reflection challenging. So before the year begins, take a some time to breathe thought into those times of the school year that brought you the most joy, connection and feeling of accomplishment. Then reflect on times when you felt the differently. Perhaps you felt discouraged, disconnected or defeated. Identify what worked well for you and your students. Then recognize some areas where you can use those positive experiences to make improvements. This reflection allows you to set realistic expectations while addressing any lingering concerns or negative emotions from the past.

Set Realistic Goals

Setting achievable goals for yourself is crucial for maintaining a positive mindset throughout the year. Avoid overcommitting by prioritizing a few specific goals that align with your overall teaching philosophy. Make these objectives measurable and break them down into smaller milestones, allowing yourself to celebrate progress along the way. Celebrations are so important in our profession. We celebrate our students, but so rarely do we do that for ourselves.

Establish Boundaries

Teachers are known for going above and beyond, but it’s vital not to let work consume every aspect of your life. Set clear boundaries between work and personal time by establishing cutoff hours for responding to emails or grading papers outside of regular working hours. Protecting personal time allows you to recharge, relax, and engage in activities that bring you joy.

It reminds me of the story of two woodcutters. It is a cute story and well worth the read (https://screeble.com/blog/2017/03/07/story-of-two-woodcutters/#:~:text=Every%20time%20I%20stopped%20work,to%20sharpen%20the%20%E2%80%9Caxe%E2%80%9D.).

Cultivate Supportive Relationships

Building strong relationships with colleagues is essential for emotional support during challenging times. Collaborate with fellow teachers in your building, through mentorship programs, or you can join professional networks where you can share ideas and seek advice when needed. By fostering supportive relationships within the education community, you create a network of individuals who understand the unique challenges teachers face.

The year schools opened once again for students, but Covid was still a significant issue we were all facing, I was at a tough school. We had some of the lowest vaccination rates, and some of the highest incident rates for Covid. Teachers were stressed by the lack of funding and the unsafe conditions at work. Student behaviors were unprecedentedly high. We were told to be trauma informed for the students, but there was little attention, mention, or support for teacher trauma. We saw people melting down all around us. In these circumstances I was able to form close relationships with two colleagues. We would eat lunch in my room almost daily, socially distanced of course. We touched base throughout the day, supported each other with resource development and student discipline. The thing I appreciated most was meeting at the end of each day to say to each other three things that went well, or that we appreciated about our day. It helped cap off our day, and supported us in leaving work on a positive note. Within a few years we had all moved on to other schools, but it sure helped us get through those darkest of days.

Practice Self-Care

The demands of teaching can be overwhelming, but prioritizing self-care is vital. Make time for activities that help you relax and recharge outside of work hours. Engage in hobbies, exercise regularly, practice mindfulness or meditation, and ensure you are getting enough sleep. Taking care of your physical and mental well-being will ultimately enhance your effectiveness as a teacher.

A few years ago I went to a psychologist convinced I was depressed. He said to me, “I think you are burnt out.” It goes back to the story of the two woodcutters. You need to take time to sharpen your axe. Working with my therapist, I learned to rest, relax and slowly recover. What I discovered is that by doing self-care, I could be more efficient. I could also be more joyful.

As teachers embark on a new school year, it’s essential to prioritize their own mental health alongside their dedication to educating students. All the best tackling a new year ahead of you.

Dec18

The Mighty Smackdown moves on…

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Another year of the Mighty Smackdown has begun.  My third, and fifth for the Smack down itself.  This is a professional development opportunity for teachers to read and familiarize themselves with some Young Adult literature that is available.  New books are selected each year, many are award winners.  Teachers are divided into teams.  Each team reads two novels and advances one.  Sometimes it is a hard choice, either because you like them both or because you don’t.  Other times the choice is so clear and obvious.  We keep reading, voting and then blogging about our choices.  As books are eliminated, the groups get bigger.  Until there are only two books left and the whole group votes on which book can be the one and only victor…or until the facilitators have to break the tie, like last year.  I have been fortunate enough to like the winner in both of my previous years which is NOT the case for all my colleagues.  The first bracket is done, and the victors have been announced.  Excited about bracket number 2.  Check it out at the link below.

http://mightysmackdown.blogspot.ca/

May18

A call for balance in our approach to Educational Reform…

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Standard

I have some grave concerns with the monumental shifts to our education system here in Alberta. 

I have concerns on two fronts.  Not the least of which is, we are one of the highest performing education systems in the world, ranked 2-3 in the English speaking world and 11th overall.  This is with the current ways of doing things.  Why do we need to have such a monumental shift?  What kind of improvements do you think we will make from 2 or 3?  Will we really improve all that much from a major overhaul and how long will it take to see that growth?  I am also concerned about the idea of “cherry picking” for school improvement.  We are going to pay a high price for this enormous refurbishing of a system that is performing very well already, and it is unlikely that without utilizing the sustainable aspects of school improvement, those gains would be long term.  Let us not forget that the ‘high price’ I am talking about are students, and how they are going to fare during all of this and beyond.  If students are left behind how long will it take for them to get caught up?  Is there a plan for filling in the gap?   

My second chief concern is the experience that I have had working with special needs students and working in the inner city.  When research is done, often they leave out these populations so as not to skew the results.  The problem is that reports are often published with the efficacy reports high, and without inclusion of these two groups.  Often they lack the ability or background knowledge/experience to do the kind of learning that “discovery learning” entails.  Does that mean we quit or give up? NO.  But it does mean that these two groups will be significantly more disadvantaged in this new system of teaching and learning.   Let us not forget the ‘whole language learning’ debacle.  When the Alberta government shifted from phonics based instruction for reading, to the highly talked about and championed whole language approach.  It took them seven years to realize that significantly more students were failing to learn to read than had been when we used phonics.  Millions of dollars spent, much time, energy and resources wasted.  And for what?  Think about all those students who failed to learn, or took significantly longer to learn to read, while we figured out that we shouldn’t fix what isn’t broken.  Was it perfect? No.  But broken?  Not so much.  What ultimately happened was that they took the best parts of each practice (phonics and whole language) and blended them for a balanced approach.  Couldn’t there be room for that in our educational system?  We could improve on our existing practices without ‘throwing the baby out with the bath water.”

http://www.edmontonjournal.com/opinion/Opinion+Research+respect+relationships+Draw+established+international+three+lessons/9843579/story.html