Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism
Why Setting Boundaries is Helpful for Teachers and Their Students
What Difference Can Teacher Friendships Make at Schools?
12 Ways Teachers Can Build Resilience So They Can Make Systemic Change
Why Teachers Say Practicing Mindfulness Is Transforming The Work
Stressed Out! What Can Teachers Do About It?
What Motivates Teachers?
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She also reviews books and conducts interviews.","avatar":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twitter":"LindaFlanagan2","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Linda Flanagan | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lindaflan"},"ngobir":{"type":"authors","id":"11721","meta":{"index":"authors_1591205172","id":"11721","found":true},"name":"Nimah Gobir","firstName":"Nimah","lastName":"Gobir","slug":"ngobir","email":"ngobir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Nimah Gobir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ngobir"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_58221":{"type":"posts","id":"mindshift_58221","meta":{"index":"posts_1591205157","site":"mindshift","id":"58221","score":null,"sort":[1627976827000]},"guestAuthors":[],"slug":"down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism","title":"Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism","publishDate":1627976827,"format":"audio","headTitle":"Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/down-with-toxic-positivity/id1078765985?i=1000530854437\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MjhiZjI5ZjYtZjNiMi0xMWViLWFkZTYtZGYwYmEzMmU5YmEz?hl=en&ved=2ahUKEwi72fGNp__yAhWhNn0KHfbCBtQQjrkEegQIAhAF&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0jDFwHNPnvvDKtW7ubLcAT?si=rPHSDmXHRKiW8JyUmZ9Vuw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85853328&af_web_dp=https://www.stitcher.com/episode/85853328\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York-based English teacher Irene Yannascoli was already drained after jumpstarting distance learning in March 2020 and facing uncertain school plans for the fall. So when Irene had to come into school to have in-person meetings about whether or not school buildings would be reopening, she felt even more depleted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had a lot of concerns on a lot of levels: the condition of my old school building, [and] whether I was going to have the support or the PPE to do my job properly and safely,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What she had experienced was in stark contrast to the meeting’s tone: bright decorations, icebreaker questions and energetic affirmations about how hard the school and staff were working. They all seemed out of place in what had been an extremely challenging year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, her school leaders sat the staff down to watch Kelly McGonigal’s 2013 \u003c/span>\u003cspan style=\"font-weight: 400\">TED Talk entitled “\u003c/span>\u003ca href=\"https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en\">\u003cspan style=\"font-weight: 400\">How to Make Stress Your Friend.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” It’s a well-intentioned video about how reframing one’s mindset towards stress can lessen its negative effects on a person’s health. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But to Yannascoli, these were all displays of toxic positivity – a phenomenon that was acute during the COVID-19 pandemic – in which people focus on the good and reject the bad in a way that is unrealistic and borders on gaslighting. Even though positivity and optimism are good things, many teachers, including Irene, were tired of being complimented while being told they have to do twice the work and risk their lives with almost no structural support. Irene wasn’t trying to criticize her administrator because she knew everyone was trying their best and no one was prepared for teaching during a pandemic. But she was concerned by this attention to mindset.* \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everything was framed in such an overwhelmingly positive way that I felt really alone and really unheard,” says Yannascoli. “I’m a senior person in the school and I was completely unable to lead because I couldn’t function in the framework that they had created.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These feelings aren’t necessarily new. Teachers typically fall into – or are forced into – the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students\">\u003cspan style=\"font-weight: 400\">teacher martyr stereotype.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And studies have found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">Black and brown teachers are doubly burdened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are both dealing with their own grief and stress while showing up to support students of color who are disproportionately affected by the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Toxic positivity can also harm students, according to Arlène Elizabeth Casimir, an elementary school teacher who taught in New Orleans in the aftermath of Hurricane Katrina and saw how blind optimism rolled down from teacher to classroom to student. “The way the teachers were being treated, that’s how they were treating kids,” says Casimir. “They were being told to be gracious with the kids, to understand what they’re going through, [but] it’s like that wasn’t being offered to them.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">“Tired, Stressed, Overwhelmed” \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One commonality between these two events is that teachers were told to ignore their emotions. However, those emotions can help teachers maintain their boundaries and keep toxic positivity at bay. Teachers and school leaders can develop strategies to ensure their staff are recognizing and navigating challenges in a way that promotes health and authentic healing for all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Centering teachers’ emotions is a critical step that many schools miss in their focus on productivity and positivity, says consultant and educator Elena Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think there is no other conversation which has greater potential for freedom, for figuring out how we can serve kids, living the kind of lives we want to live, having the kinds of relationships we want to have than having that conversation about emotions,” says Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says emotions are educators’ “greatest untapped resource” because they provide information about growth areas and important boundaries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you ask a teacher, ‘How are you doing today’ or ‘How are you feeling?’ Eighty five or ninety percent of the time the response I hear is one of three words,” says Aguilar. “Tired, stressed, overwhelmed.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Aguilar those aren’t even words that describe a singular emotion. “Those are words that describe a whole ‘stew’ of emotions.” She says in this case, overwhelmed is the stew and its ingredients are sadness, frustration, emotional fatigue, confusion and fear.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers can unpack the emotions in their “stew” they can be better informed to figure out what actions they want to take next. However, when strong emotions are at play it can be easy for someone to be reactive. To develop next steps that are aligned with their values, Aguilar recommends teachers ask themselves, “What action can I take in the moment that is one that I’m going to feel really good about tonight, in 10 years, when I retire?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By recognizing and understanding those emotions, teachers can be honest about what they’re up against while\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\"> exercising their influence and agency, according to Aguilar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That way, they can take action to advocate for the changes they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders also have an important role in helping teachers. Principals can make it a priority to check in with teachers during everyday interactions like walking down the hall. Instead of asking “How are you doing?” school leaders should make an effort to connect with teachers by asking deeper and more specific questions. For example, a school leader might say, “I know you had a rough week last week. What has been coming up for you?”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Student-centered Learning to Meet Kids’ Needs\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Arlène Casimir was teaching during the aftermath of Hurricane Katrina, she experienced a school system that wanted teachers to put on a brave face for young students. It didn’t work. “And teachers were having nervous breakdowns. There was not a time to pause and witness what was happening to us,” says Casimir. “I often asked myself, ‘Who takes care of the caretakers? Who nurtures the nurturers?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Casimir focused on how taking care of herself enabled her to show up better for her students. She directed her attention towards “inner work,” namely cultivating her core values of integrity and authenticity. She examined how her lived experience, culture and past school experiences shape the way that she shows up in the classroom. Instead of trying to ignore her experiences or sidestep her values, she paid attention to the ways that they aligned with community needs. She asked herself “Where do I need to get a better understanding or make adjustments?” and “Where are my students affirming those core values? And where are they challenging them?”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58224\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58224 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg\" alt=\"\" width=\"800\" height=\"413\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1020x526.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-160x83.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-768x396.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1536x792.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student from Casimir’s class writes about how they will bring about their vision for the community. Courtesy of Arlène Elizabeth Casimir\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Casimir was a student and there was a disaster or tragedy reported in the news, she remembers feeling as if there was no space to grieve or process in the classroom, so she made sure her students felt as if they could be honest about their experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot that we can learn from kids as adults,” she says. “We can use our experience and wisdom from being an adult to help children process, learn from and notice all that they bring to the table.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Civic Education and Healing\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much like how toxic positivity can overlook the real experiences teachers are having, \u003c/span>\u003cspan style=\"font-weight: 400\">for students, that can look like character education – such as grit, optimism, self control, curiosity and gratitude – especially when they’re disproportionately pushed on Black and brown children, according to educator and author \u003ca href=\"https://bettinalove.com/\">Dr. Bettina Love\u003c/a>. In her book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/622408/we-want-to-do-more-than-survive-by-bettina-love/\">We Want To Do More Than Survive,\u003c/a>” Love says that having good character isn’t a bad thing, but it can be when it becomes a tool to enforce compliance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to recognize and sidestep these harmful practices, Dr. Love promotes abolitionist teaching, which encourages young people to participate in civics education, because for too long, schools have been failing many children, specifically Black and brown students, who are erased in curricula and\u003c/span>\u003ca href=\"https://www.edweek.org/leadership/black-students-bear-uneven-brunt-of-discipline-data-show/2018/05\">\u003cspan style=\"font-weight: 400\"> disciplined at higher rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A robust civics education should include discussion focused on current events, opportunities for students to participate in school government, history, law, economics and geography,” writes Love. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way abolitionist teaching is taking shape is at \u003c/span>\u003ca href=\"https://www.wokekindergarten.org/\">\u003cspan style=\"font-weight: 400\">Ki Gross’s Woke Kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based on their experiences as a kindergarten teacher in New York. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://https://www.youtube.com/watch?v=HUR3p4c4OTI\">http://https://www.youtube.com/watch?v=HUR3p4c4OTI\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2016, Gross’s kindergarten class took to the halls of their school to protest the results of the 2016 election. Inspired by Audrey Faye, the Civil Rights Movement’s youngest marcher, they made signs with popsicle sticks and cardstock and walked up all seven floors of their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students felt that issues directly affecting their families like immigration and healthcare were hanging in the balance. Gross made space for them to air out their concerns by taking action. Civic action practices like a march through the halls of a school are empowering because it shows students that they aren’t just victims of their circumstance, according to Gross. They have an important role to play in shaping their own futures and creating a more just world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of abolition is really about thriving, not about just survival anymore,” says Gross about how abolitionist teaching practices empower students to get active if they feel something is unjust. “Existing in survivalist mode really gets you thinking about the trauma. But when you’re thinking about thriving, you’re thinking about the healing.” Gross specifically focuses on uplifting counternarratives for Black, brown, queer and trans students. “Because our stories are not just stories of death and hurt and pain. In actuality, our stories are that of brilliance and joy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woke Kindergarten is also an abolitionist teaching resource where teachers can get curriculum advice and consulting help, especially to help with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\">\u003cspan style=\"font-weight: 400\">the tough conversations that adults are often too nervous to have with children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For Gross, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">discussions about power, privilege\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or disheartening events need to be paired with healing and civic action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s important here is that we don’t stay in that sadness. We make space for that sadness to exist,” says Gross. Acknowledging emotions – even if the emotion is sadness – might even provide a roadmap for how to create conditions for actual positivity.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>*Editors note: This article was updated to include more information about Yannascoli’s experience in school. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":"Toxic positivity isn’t doing students or teachers any favors. Educators provide helpful tips on how to authentically listen to emotions and promote student wellbeing through civic education.","status":"publish","parent":0,"modified":1700528743,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1934},"headData":{"title":"Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism | KQED","description":"Toxic positivity isn’t doing students or teachers any favors. Educators provide helpful tips on how to authentically listen to emotions and promote student wellbeing through civic education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Toxic positivity isn’t doing students or teachers any favors. Educators provide helpful tips on how to authentically listen to emotions and promote student wellbeing through civic education."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC5026206656.mp3?updated=1627928593","path":"/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/down-with-toxic-positivity/id1078765985?i=1000530854437\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MjhiZjI5ZjYtZjNiMi0xMWViLWFkZTYtZGYwYmEzMmU5YmEz?hl=en&ved=2ahUKEwi72fGNp__yAhWhNn0KHfbCBtQQjrkEegQIAhAF&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0jDFwHNPnvvDKtW7ubLcAT?si=rPHSDmXHRKiW8JyUmZ9Vuw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85853328&af_web_dp=https://www.stitcher.com/episode/85853328\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York-based English teacher Irene Yannascoli was already drained after jumpstarting distance learning in March 2020 and facing uncertain school plans for the fall. So when Irene had to come into school to have in-person meetings about whether or not school buildings would be reopening, she felt even more depleted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had a lot of concerns on a lot of levels: the condition of my old school building, [and] whether I was going to have the support or the PPE to do my job properly and safely,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What she had experienced was in stark contrast to the meeting’s tone: bright decorations, icebreaker questions and energetic affirmations about how hard the school and staff were working. They all seemed out of place in what had been an extremely challenging year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, her school leaders sat the staff down to watch Kelly McGonigal’s 2013 \u003c/span>\u003cspan style=\"font-weight: 400\">TED Talk entitled “\u003c/span>\u003ca href=\"https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en\">\u003cspan style=\"font-weight: 400\">How to Make Stress Your Friend.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” It’s a well-intentioned video about how reframing one’s mindset towards stress can lessen its negative effects on a person’s health. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But to Yannascoli, these were all displays of toxic positivity – a phenomenon that was acute during the COVID-19 pandemic – in which people focus on the good and reject the bad in a way that is unrealistic and borders on gaslighting. Even though positivity and optimism are good things, many teachers, including Irene, were tired of being complimented while being told they have to do twice the work and risk their lives with almost no structural support. Irene wasn’t trying to criticize her administrator because she knew everyone was trying their best and no one was prepared for teaching during a pandemic. But she was concerned by this attention to mindset.* \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everything was framed in such an overwhelmingly positive way that I felt really alone and really unheard,” says Yannascoli. “I’m a senior person in the school and I was completely unable to lead because I couldn’t function in the framework that they had created.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These feelings aren’t necessarily new. Teachers typically fall into – or are forced into – the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students\">\u003cspan style=\"font-weight: 400\">teacher martyr stereotype.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And studies have found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">Black and brown teachers are doubly burdened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are both dealing with their own grief and stress while showing up to support students of color who are disproportionately affected by the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Toxic positivity can also harm students, according to Arlène Elizabeth Casimir, an elementary school teacher who taught in New Orleans in the aftermath of Hurricane Katrina and saw how blind optimism rolled down from teacher to classroom to student. “The way the teachers were being treated, that’s how they were treating kids,” says Casimir. “They were being told to be gracious with the kids, to understand what they’re going through, [but] it’s like that wasn’t being offered to them.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">“Tired, Stressed, Overwhelmed” \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One commonality between these two events is that teachers were told to ignore their emotions. However, those emotions can help teachers maintain their boundaries and keep toxic positivity at bay. Teachers and school leaders can develop strategies to ensure their staff are recognizing and navigating challenges in a way that promotes health and authentic healing for all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Centering teachers’ emotions is a critical step that many schools miss in their focus on productivity and positivity, says consultant and educator Elena Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think there is no other conversation which has greater potential for freedom, for figuring out how we can serve kids, living the kind of lives we want to live, having the kinds of relationships we want to have than having that conversation about emotions,” says Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says emotions are educators’ “greatest untapped resource” because they provide information about growth areas and important boundaries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you ask a teacher, ‘How are you doing today’ or ‘How are you feeling?’ Eighty five or ninety percent of the time the response I hear is one of three words,” says Aguilar. “Tired, stressed, overwhelmed.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Aguilar those aren’t even words that describe a singular emotion. “Those are words that describe a whole ‘stew’ of emotions.” She says in this case, overwhelmed is the stew and its ingredients are sadness, frustration, emotional fatigue, confusion and fear.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers can unpack the emotions in their “stew” they can be better informed to figure out what actions they want to take next. However, when strong emotions are at play it can be easy for someone to be reactive. To develop next steps that are aligned with their values, Aguilar recommends teachers ask themselves, “What action can I take in the moment that is one that I’m going to feel really good about tonight, in 10 years, when I retire?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By recognizing and understanding those emotions, teachers can be honest about what they’re up against while\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\"> exercising their influence and agency, according to Aguilar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That way, they can take action to advocate for the changes they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders also have an important role in helping teachers. Principals can make it a priority to check in with teachers during everyday interactions like walking down the hall. Instead of asking “How are you doing?” school leaders should make an effort to connect with teachers by asking deeper and more specific questions. For example, a school leader might say, “I know you had a rough week last week. What has been coming up for you?”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Student-centered Learning to Meet Kids’ Needs\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Arlène Casimir was teaching during the aftermath of Hurricane Katrina, she experienced a school system that wanted teachers to put on a brave face for young students. It didn’t work. “And teachers were having nervous breakdowns. There was not a time to pause and witness what was happening to us,” says Casimir. “I often asked myself, ‘Who takes care of the caretakers? Who nurtures the nurturers?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Casimir focused on how taking care of herself enabled her to show up better for her students. She directed her attention towards “inner work,” namely cultivating her core values of integrity and authenticity. She examined how her lived experience, culture and past school experiences shape the way that she shows up in the classroom. Instead of trying to ignore her experiences or sidestep her values, she paid attention to the ways that they aligned with community needs. She asked herself “Where do I need to get a better understanding or make adjustments?” and “Where are my students affirming those core values? And where are they challenging them?”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58224\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58224 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg\" alt=\"\" width=\"800\" height=\"413\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1020x526.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-160x83.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-768x396.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1536x792.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student from Casimir’s class writes about how they will bring about their vision for the community. Courtesy of Arlène Elizabeth Casimir\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Casimir was a student and there was a disaster or tragedy reported in the news, she remembers feeling as if there was no space to grieve or process in the classroom, so she made sure her students felt as if they could be honest about their experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot that we can learn from kids as adults,” she says. “We can use our experience and wisdom from being an adult to help children process, learn from and notice all that they bring to the table.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Civic Education and Healing\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much like how toxic positivity can overlook the real experiences teachers are having, \u003c/span>\u003cspan style=\"font-weight: 400\">for students, that can look like character education – such as grit, optimism, self control, curiosity and gratitude – especially when they’re disproportionately pushed on Black and brown children, according to educator and author \u003ca href=\"https://bettinalove.com/\">Dr. Bettina Love\u003c/a>. In her book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/622408/we-want-to-do-more-than-survive-by-bettina-love/\">We Want To Do More Than Survive,\u003c/a>” Love says that having good character isn’t a bad thing, but it can be when it becomes a tool to enforce compliance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to recognize and sidestep these harmful practices, Dr. Love promotes abolitionist teaching, which encourages young people to participate in civics education, because for too long, schools have been failing many children, specifically Black and brown students, who are erased in curricula and\u003c/span>\u003ca href=\"https://www.edweek.org/leadership/black-students-bear-uneven-brunt-of-discipline-data-show/2018/05\">\u003cspan style=\"font-weight: 400\"> disciplined at higher rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A robust civics education should include discussion focused on current events, opportunities for students to participate in school government, history, law, economics and geography,” writes Love. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way abolitionist teaching is taking shape is at \u003c/span>\u003ca href=\"https://www.wokekindergarten.org/\">\u003cspan style=\"font-weight: 400\">Ki Gross’s Woke Kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based on their experiences as a kindergarten teacher in New York. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://https://www.youtube.com/watch?v=HUR3p4c4OTI\">http://https://www.youtube.com/watch?v=HUR3p4c4OTI\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2016, Gross’s kindergarten class took to the halls of their school to protest the results of the 2016 election. Inspired by Audrey Faye, the Civil Rights Movement’s youngest marcher, they made signs with popsicle sticks and cardstock and walked up all seven floors of their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students felt that issues directly affecting their families like immigration and healthcare were hanging in the balance. Gross made space for them to air out their concerns by taking action. Civic action practices like a march through the halls of a school are empowering because it shows students that they aren’t just victims of their circumstance, according to Gross. They have an important role to play in shaping their own futures and creating a more just world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of abolition is really about thriving, not about just survival anymore,” says Gross about how abolitionist teaching practices empower students to get active if they feel something is unjust. “Existing in survivalist mode really gets you thinking about the trauma. But when you’re thinking about thriving, you’re thinking about the healing.” Gross specifically focuses on uplifting counternarratives for Black, brown, queer and trans students. “Because our stories are not just stories of death and hurt and pain. In actuality, our stories are that of brilliance and joy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woke Kindergarten is also an abolitionist teaching resource where teachers can get curriculum advice and consulting help, especially to help with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\">\u003cspan style=\"font-weight: 400\">the tough conversations that adults are often too nervous to have with children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For Gross, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">discussions about power, privilege\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or disheartening events need to be paired with healing and civic action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s important here is that we don’t stay in that sadness. We make space for that sadness to exist,” says Gross. Acknowledging emotions – even if the emotion is sadness – might even provide a roadmap for how to create conditions for actual positivity.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>*Editors note: This article was updated to include more information about Yannascoli’s experience in school. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_20533","mindshift_20925","mindshift_21278","mindshift_20852","mindshift_21398","mindshift_20716"],"featImg":"mindshift_58234","label":"mindshift_21847"},"mindshift_57540":{"type":"posts","id":"mindshift_57540","meta":{"index":"posts_1591205157","site":"mindshift","id":"57540","score":null,"sort":[1617694033000]},"guestAuthors":[],"slug":"why-setting-boundaries-is-helpful-for-teachers-and-their-students","title":"Why Setting Boundaries is Helpful for Teachers and Their Students","publishDate":1617694033,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Colleen Cruz\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we are caretakers by the nature of our positions. Our instinct almost always is to care for our students before we care for ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is a noble ideal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it is also impossible. Children will always need more, so there is no clear end to the amount of giving a teacher can do. And when teachers give teaching their all, they often end up depleted, drained of the physical and emotional energy to be the sort of skilled practitioner we’d all like to be. Let me say that another way: when educators give so much to their students that they are feeling empty, they do not have the ability to do the sort of high-level thinking and creative work, let alone have the physical stamina to be the excellent teacher their children need. The heroic martyr teacher might make for great film, but it does not make for great instruction.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This can be a hard thing to hold on to when we are not only romanticized when we act as a martyr but are also encouraged and expected to do so. Many teachers report that they are gaslighted by everyone from their administrators to their colleagues when they raise the question of addressing their own needs. They are repeatedly told how important they are and how they should prioritize their well-being, and then asked to do the exact opposite. From being told they can’t leave a professional development session to go to the bathroom to being expected to use their own money to create classroom libraries to being reminded to only take thirty minutes for lunch during online pandemic learning, these “little” things can collectively destabilize a teacher to the point of burnout. Each of these things feel normal, somewhat doable, sometimes inspirational . . . in theory. Sometimes they come with bragging rights, “I haven’t peed since I left my house this morning!” or “I can’t remember if I even ate today” or “My family conferences went so long the custodial staff kicked us out.” And administrators \u003c/span>\u003cspan style=\"font-weight: 400\">or peers impressed with our dedication or commiserating in good-natured ways about the lack of time for ourselves can make it hard to see just how unhealthy these practices become when they become an expected and accepted part of the way teachers work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are told to take care of themselves, but then promptly told why they can’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students need to see your face,” a principal told one teacher who was considering taking a day off for a doctor’s appointment. “And when you aren’t around, those kids don’t learn. When you get back it’s such a mess that you’ll make yourself sicker just trying to catch them all up.” More often than not educators hear that by prioritizing their own needs they are somehow harming children or doing something wrong. Many of us are already prone to putting others first, so it does not take much gaslighting to convince us that putting our own needs off for as long as possible somehow makes us better teachers.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Teacher Martyr Makes Mistakes, Avoids Risk, and Observes Less\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know this, preach this, and yet am also terrible at following my own admonishments. You may know that I have a disability. It’s a congenital one whose only long-term solution is two major surgeries that the doctors want to put off for as long as possible. It’s mostly manageable if I take care of myself. I need to balance between regular exercise and rest, stretches and physical therapy to stay mobile. I’ll never be a sprinter, but if I take decent care of myself, I can still be fit enough to teach. My doctors and physical therapists have always been crystal clear—if I want to stay in education and be as active as I am, I need to prioritize my health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, it is so easy to fall into the habit of doing everything else that seems more important than taking care of ourselves. Day after day on social media and in the news, we hear of teachers martyring themselves for the good of their students and their profession. Those are the teachers whose social media posts we share and inspire us. So, by ignoring my own needs and focusing solely on my students, I found myself crawling out of a New York subway train, across a Brooklyn platform, and dragging myself to a bench. It was a busy work week. There was a family night and grading and an end-of-unit celebration. I was staying at school every night until at least 7:00, then getting home and not eating dinner until nearly 9:00, doing some planning and grading before I’d finally collapse in a heap only to repeat the same self-punishing routine the next day. I did this day after day for over a week. No time for healthy eating, resting, stretching, or gentle exercise. Or so I thought. It shouldn’t have come as a shock when I stood up to leave the subway car at my stop that my leg suddenly protested with agonizing pain and an inability to hold my weight. I had no choice but to crawl off. Some kind New Yorkers who saw me crawling helped me find a bench and stayed with me until the school secretary could come pick me up. I don’t know how or when I got to the emergency room, but I do remember my principal standing over me, after he was assured I would be OK, his finger pointed in my face, saying, “You can’t do this. It’s not good for you. And it’s not helping anyone.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You probably know all this. You have probably either lectured someone else or been lectured on how important it is to take care of yourself. Maybe you even have your own version of my subway crawling story. Perhaps for you it was pneumonia, bronchitis, or dizzy spells so bad you were hospitalized. You promised yourself you would never let it get that bad again because you saw how bad it was for everyone. But you might not have been considering how not prioritizing self-care affects the topic we’ve been considering throughout this book: mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we are depleted, we are so much more likely to make mistakes we regret. These mistakes might just be the sloppy ones like leaving the cap off our beloved whiteboard purple marker or forgetting our keys in the teacher’s lounge. But they can also be very high-stakes mistakes—ones that can dramatically affect children’s lives. We might not have the capacity to write all of the letters of recommendations our students request. We might not carefully read the accommodations on a student’s individualized education program and miss key provisions. As you sit there reading this paragraph, you might be thinking about mistakes you have made recently, or maybe ones you made a long time ago that still haunt you. Before you begin to flagellate yourself for that error that just bubbled up again, is it possible that when you made that mistake, you hadn’t been your best self in terms of selfcare? That you might have been tired, hungry, stressed, overwhelmed, or all of the above before you made that regrettable error?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I look back at the mistakes I made in my own classroom or with teachers in theirs, I have to admit most of them wouldn’t have happened if I had taken care of my physical, mental, and emotional state a bit more. Use the chart in \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\">Figure 3–1\u003c/a> to help think about your own examples.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57542\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\" alt=\"\" width=\"540\" height=\"751\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png 540w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM-160x223.png 160w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know that I can never hear too much about how the best defense against mistakes is a good offense. If I want to be the best educator (parent, friend, spouse, citizen) I can be, I need to take care of myself first. All other tacks and strategies will be useless without those things. I know you know this. And, if you spend any time on social media at all, you have no doubt seen the countless memes and articles extolling you to focus on self-care. If you are at all like me, you swing from rolling your eyes at people’s self- centeredness to working so hard you hit a point if you don’t do something (bubble bath, sip of tea, just one night of eight hours of sleep) you feel you will implode. That said, we are human and our souls and bodies need to be fed. We need time to laugh with loved ones, fill our minds with rich ideas and art, yes, and even time to rest and recuperate. Even lying on the couch losing ourselves in a great binge-watch can be soul-feeding self-care. Pleasure is more than a treat. As the legendary performance artist Penny Arcade says, “Pleasure is a radical value” (2016). It is a value that goes a long way toward helping us to lead meaningful and joyful lives. If we do not do the work of prioritizing our own mental and physical health outside the classroom, there might be a time where we start to look for affirmation, connectedness, and care from the students in our own classrooms. As Jaleel Howard, Tanya Milner-McCall, and Tyrone Howard (2020) wrote in their book No More Teaching Without Positive Relationships (full disclosure, I coedited this book with Nell Duke), “Teachers need to share themselves with students but have their emotional needs met elsewhere.” We should not expect our kids to make us feel good about ourselves. If educators are spending all day with students and then every waking moment preparing to work with them again, there is no way we can prioritize our other adult relationships. And that need for connection may unconsciously lead us to seek affirmation from our students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Even if it’s just feeling good whenever we go above and beyond. Although it might feel right or somewhat saintly to give everything we’ve got to our students, in the end if we do not care for ourselves outside of the classroom or are not bringing our best selves to the classroom, we might instead feel bitter and taken for granted. Or, even in some cases, we might become emotionally needy around students, \u003c/span>\u003cspan style=\"font-weight: 400\">seeking their approval, comfort, and affirmation, which sets up an unhealthy dynamic where kids are unknowingly trying to fulfill an adult’s emotional needs and also developing an unhealthy sense of what a healthy teacher–student relationship should look like.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it is completely understandable to realize after the fact that the likely cause \u003c/span>\u003cspan style=\"font-weight: 400\">of an error was that we were not taking care of ourselves the way we should, it is less understandable and yet still very common to then not try to prevent another error by taking steps to put ourselves first. It feels strange. It feels selfish. Even our own mentors and teachers were probably models of martyrdom, and although they very likely encouraged us to take care of ourselves, they probably rarely if ever modeled it. The script everyone shows us to follow is teacher martyr.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we know in our marrow that our last regrettable mistake was very likely made because of our lack of self-care. The thing is, not prioritizing ourselves doesn’t just make us vulnerable to regrettable mistakes. When we are depleted, we are also much more likely to not take the risks we need to take to make the good mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about it. Think about your limited energy and the level and depth of energy it takes to try something new, be creative, or take a pedagogical risk. When you do not prioritize your own health, rest, and happiness, you are less likely to have the energy to take the sorts of risks that lead to our aha moments or stretch mistakes. When you spend hours reading through summative assessments without a break, racing against the clock to get them all marked in time, you are significantly less likely to decide now is the time to try some of the latest ideas around high-quality and growth mindset–based feedback. That sort of work requires energy to take a risk as well as time to fix any trouble spots. So instead, you might do a quick online search for “great feedback for students” and click on the link that offers “100 positive phrases to use when giving student feedback.” (See \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\">Figure 3–2\u003c/a> for other options.)\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57543\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\" alt=\"\" width=\"576\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png 576w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM-160x142.png 160w\" sizes=\"(max-width: 576px) 100vw, 576px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Contrary to popular belief, stretching past our comfort zones for most of us requires a calm, rested, focused self. Very few of us are tempted to push ourselves and our thinking and to challenge our most dearly held beliefs when we are feeling bad emotionally and physically. Those stretch mistakes that we encourage our kids to make require a basic foundation of self-care to be practiced.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_57578\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57578 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Colleen-Cruz-1-e1617390692575.jpg\" alt=\"\" width=\"200\" height=\"219\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Nadine Baldasare (Courtesy of Heinemann Press Publishers)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.colleencruz.com/index.htm\">Colleen Cruz\u003c/a> is the author of several titles for educators \u003c/em>\u003cem>including Risk.Fail. \u003c/em>\u003cem>Rise., Writers Read Better: Narrative, Writers Read Better: Nonfiction, The Unstoppable Writing Teacher, and several books in The Units of Study Series as well as the author of the young adult novel Border Crossing, a Tomás Rivera Mexican American Children’s Book Award Finalist. She is also co-editor of the Not This But That series with Nell Duke. She was a classroom teacher in general education and inclusive settings before joining the Teachers College Reading and Writing Project where she serves as Director of Innovation. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Being constantly available for work can lead to burnout, and that means teachers can't bring their best selves to their students. Administrators play a key role in believing teachers and creating a supportive system that will help develop balance. ","status":"publish","parent":0,"modified":1617427659,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2436},"headData":{"title":"Why Setting Boundaries is Helpful for Teachers and Their Students - MindShift","description":"Being constantly available for work can lead to burnout, and that means teachers can't bring their best selves to their students. Administrators play a key role in believing teachers and creating a supportive system that will help develop balance. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57540 https://ww2.kqed.org/mindshift/?p=57540","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/06/why-setting-boundaries-is-helpful-for-teachers-and-their-students/","disqusTitle":"Why Setting Boundaries is Helpful for Teachers and Their Students","path":"/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Colleen Cruz\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we are caretakers by the nature of our positions. Our instinct almost always is to care for our students before we care for ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is a noble ideal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it is also impossible. Children will always need more, so there is no clear end to the amount of giving a teacher can do. And when teachers give teaching their all, they often end up depleted, drained of the physical and emotional energy to be the sort of skilled practitioner we’d all like to be. Let me say that another way: when educators give so much to their students that they are feeling empty, they do not have the ability to do the sort of high-level thinking and creative work, let alone have the physical stamina to be the excellent teacher their children need. The heroic martyr teacher might make for great film, but it does not make for great instruction.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This can be a hard thing to hold on to when we are not only romanticized when we act as a martyr but are also encouraged and expected to do so. Many teachers report that they are gaslighted by everyone from their administrators to their colleagues when they raise the question of addressing their own needs. They are repeatedly told how important they are and how they should prioritize their well-being, and then asked to do the exact opposite. From being told they can’t leave a professional development session to go to the bathroom to being expected to use their own money to create classroom libraries to being reminded to only take thirty minutes for lunch during online pandemic learning, these “little” things can collectively destabilize a teacher to the point of burnout. Each of these things feel normal, somewhat doable, sometimes inspirational . . . in theory. Sometimes they come with bragging rights, “I haven’t peed since I left my house this morning!” or “I can’t remember if I even ate today” or “My family conferences went so long the custodial staff kicked us out.” And administrators \u003c/span>\u003cspan style=\"font-weight: 400\">or peers impressed with our dedication or commiserating in good-natured ways about the lack of time for ourselves can make it hard to see just how unhealthy these practices become when they become an expected and accepted part of the way teachers work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are told to take care of themselves, but then promptly told why they can’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students need to see your face,” a principal told one teacher who was considering taking a day off for a doctor’s appointment. “And when you aren’t around, those kids don’t learn. When you get back it’s such a mess that you’ll make yourself sicker just trying to catch them all up.” More often than not educators hear that by prioritizing their own needs they are somehow harming children or doing something wrong. Many of us are already prone to putting others first, so it does not take much gaslighting to convince us that putting our own needs off for as long as possible somehow makes us better teachers.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Teacher Martyr Makes Mistakes, Avoids Risk, and Observes Less\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know this, preach this, and yet am also terrible at following my own admonishments. You may know that I have a disability. It’s a congenital one whose only long-term solution is two major surgeries that the doctors want to put off for as long as possible. It’s mostly manageable if I take care of myself. I need to balance between regular exercise and rest, stretches and physical therapy to stay mobile. I’ll never be a sprinter, but if I take decent care of myself, I can still be fit enough to teach. My doctors and physical therapists have always been crystal clear—if I want to stay in education and be as active as I am, I need to prioritize my health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, it is so easy to fall into the habit of doing everything else that seems more important than taking care of ourselves. Day after day on social media and in the news, we hear of teachers martyring themselves for the good of their students and their profession. Those are the teachers whose social media posts we share and inspire us. So, by ignoring my own needs and focusing solely on my students, I found myself crawling out of a New York subway train, across a Brooklyn platform, and dragging myself to a bench. It was a busy work week. There was a family night and grading and an end-of-unit celebration. I was staying at school every night until at least 7:00, then getting home and not eating dinner until nearly 9:00, doing some planning and grading before I’d finally collapse in a heap only to repeat the same self-punishing routine the next day. I did this day after day for over a week. No time for healthy eating, resting, stretching, or gentle exercise. Or so I thought. It shouldn’t have come as a shock when I stood up to leave the subway car at my stop that my leg suddenly protested with agonizing pain and an inability to hold my weight. I had no choice but to crawl off. Some kind New Yorkers who saw me crawling helped me find a bench and stayed with me until the school secretary could come pick me up. I don’t know how or when I got to the emergency room, but I do remember my principal standing over me, after he was assured I would be OK, his finger pointed in my face, saying, “You can’t do this. It’s not good for you. And it’s not helping anyone.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You probably know all this. You have probably either lectured someone else or been lectured on how important it is to take care of yourself. Maybe you even have your own version of my subway crawling story. Perhaps for you it was pneumonia, bronchitis, or dizzy spells so bad you were hospitalized. You promised yourself you would never let it get that bad again because you saw how bad it was for everyone. But you might not have been considering how not prioritizing self-care affects the topic we’ve been considering throughout this book: mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we are depleted, we are so much more likely to make mistakes we regret. These mistakes might just be the sloppy ones like leaving the cap off our beloved whiteboard purple marker or forgetting our keys in the teacher’s lounge. But they can also be very high-stakes mistakes—ones that can dramatically affect children’s lives. We might not have the capacity to write all of the letters of recommendations our students request. We might not carefully read the accommodations on a student’s individualized education program and miss key provisions. As you sit there reading this paragraph, you might be thinking about mistakes you have made recently, or maybe ones you made a long time ago that still haunt you. Before you begin to flagellate yourself for that error that just bubbled up again, is it possible that when you made that mistake, you hadn’t been your best self in terms of selfcare? That you might have been tired, hungry, stressed, overwhelmed, or all of the above before you made that regrettable error?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I look back at the mistakes I made in my own classroom or with teachers in theirs, I have to admit most of them wouldn’t have happened if I had taken care of my physical, mental, and emotional state a bit more. Use the chart in \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\">Figure 3–1\u003c/a> to help think about your own examples.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57542\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\" alt=\"\" width=\"540\" height=\"751\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png 540w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM-160x223.png 160w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know that I can never hear too much about how the best defense against mistakes is a good offense. If I want to be the best educator (parent, friend, spouse, citizen) I can be, I need to take care of myself first. All other tacks and strategies will be useless without those things. I know you know this. And, if you spend any time on social media at all, you have no doubt seen the countless memes and articles extolling you to focus on self-care. If you are at all like me, you swing from rolling your eyes at people’s self- centeredness to working so hard you hit a point if you don’t do something (bubble bath, sip of tea, just one night of eight hours of sleep) you feel you will implode. That said, we are human and our souls and bodies need to be fed. We need time to laugh with loved ones, fill our minds with rich ideas and art, yes, and even time to rest and recuperate. Even lying on the couch losing ourselves in a great binge-watch can be soul-feeding self-care. Pleasure is more than a treat. As the legendary performance artist Penny Arcade says, “Pleasure is a radical value” (2016). It is a value that goes a long way toward helping us to lead meaningful and joyful lives. If we do not do the work of prioritizing our own mental and physical health outside the classroom, there might be a time where we start to look for affirmation, connectedness, and care from the students in our own classrooms. As Jaleel Howard, Tanya Milner-McCall, and Tyrone Howard (2020) wrote in their book No More Teaching Without Positive Relationships (full disclosure, I coedited this book with Nell Duke), “Teachers need to share themselves with students but have their emotional needs met elsewhere.” We should not expect our kids to make us feel good about ourselves. If educators are spending all day with students and then every waking moment preparing to work with them again, there is no way we can prioritize our other adult relationships. And that need for connection may unconsciously lead us to seek affirmation from our students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Even if it’s just feeling good whenever we go above and beyond. Although it might feel right or somewhat saintly to give everything we’ve got to our students, in the end if we do not care for ourselves outside of the classroom or are not bringing our best selves to the classroom, we might instead feel bitter and taken for granted. Or, even in some cases, we might become emotionally needy around students, \u003c/span>\u003cspan style=\"font-weight: 400\">seeking their approval, comfort, and affirmation, which sets up an unhealthy dynamic where kids are unknowingly trying to fulfill an adult’s emotional needs and also developing an unhealthy sense of what a healthy teacher–student relationship should look like.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it is completely understandable to realize after the fact that the likely cause \u003c/span>\u003cspan style=\"font-weight: 400\">of an error was that we were not taking care of ourselves the way we should, it is less understandable and yet still very common to then not try to prevent another error by taking steps to put ourselves first. It feels strange. It feels selfish. Even our own mentors and teachers were probably models of martyrdom, and although they very likely encouraged us to take care of ourselves, they probably rarely if ever modeled it. The script everyone shows us to follow is teacher martyr.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we know in our marrow that our last regrettable mistake was very likely made because of our lack of self-care. The thing is, not prioritizing ourselves doesn’t just make us vulnerable to regrettable mistakes. When we are depleted, we are also much more likely to not take the risks we need to take to make the good mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about it. Think about your limited energy and the level and depth of energy it takes to try something new, be creative, or take a pedagogical risk. When you do not prioritize your own health, rest, and happiness, you are less likely to have the energy to take the sorts of risks that lead to our aha moments or stretch mistakes. When you spend hours reading through summative assessments without a break, racing against the clock to get them all marked in time, you are significantly less likely to decide now is the time to try some of the latest ideas around high-quality and growth mindset–based feedback. That sort of work requires energy to take a risk as well as time to fix any trouble spots. So instead, you might do a quick online search for “great feedback for students” and click on the link that offers “100 positive phrases to use when giving student feedback.” (See \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\">Figure 3–2\u003c/a> for other options.)\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57543\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\" alt=\"\" width=\"576\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png 576w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM-160x142.png 160w\" sizes=\"(max-width: 576px) 100vw, 576px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Contrary to popular belief, stretching past our comfort zones for most of us requires a calm, rested, focused self. Very few of us are tempted to push ourselves and our thinking and to challenge our most dearly held beliefs when we are feeling bad emotionally and physically. Those stretch mistakes that we encourage our kids to make require a basic foundation of self-care to be practiced.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_57578\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57578 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Colleen-Cruz-1-e1617390692575.jpg\" alt=\"\" width=\"200\" height=\"219\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Nadine Baldasare (Courtesy of Heinemann Press Publishers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.colleencruz.com/index.htm\">Colleen Cruz\u003c/a> is the author of several titles for educators \u003c/em>\u003cem>including Risk.Fail. \u003c/em>\u003cem>Rise., Writers Read Better: Narrative, Writers Read Better: Nonfiction, The Unstoppable Writing Teacher, and several books in The Units of Study Series as well as the author of the young adult novel Border Crossing, a Tomás Rivera Mexican American Children’s Book Award Finalist. She is also co-editor of the Not This But That series with Nell Duke. She was a classroom teacher in general education and inclusive settings before joining the Teachers College Reading and Writing Project where she serves as Director of Innovation. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21027","mindshift_20512","mindshift_20865","mindshift_21398","mindshift_20716"],"featImg":"mindshift_57675","label":"mindshift"},"mindshift_57170":{"type":"posts","id":"mindshift_57170","meta":{"index":"posts_1591205157","site":"mindshift","id":"57170","score":null,"sort":[1609486884000]},"guestAuthors":[],"slug":"what-difference-can-teacher-friendships-make-at-schools","title":"What Difference Can Teacher Friendships Make at Schools?","publishDate":1609486884,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Positive student-teacher relationships \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">increase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> both \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">\u003cspan style=\"font-weight: 400\">academic engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and prosocial behavior at all levels of schooling. Teachers who offer individual students and entire classes the “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-2885.2000.tb00176.x\">\u003cspan style=\"font-weight: 400\">educational friendship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” of \u003c/span>\u003ca href=\"https://www.nber.org/papers/w25254\">\u003cspan style=\"font-weight: 400\">respect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1109954.pdf\">\u003cspan style=\"font-weight: 400\">appreciation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and good old benefit of the doubt fundamentally alter experiences of schooling for the better. But what about teacher-to-teacher friendships? \u003c/span>\u003cspan style=\"font-weight: 400\">Are those just a nice bonus when they materialize, or does a warm, collaborative professional environment make a significant difference? It will come as no surprise to anyone who has spent time in a school that teachers, students and entire learning communities can benefit immensely from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendship-in-schools\">\u003cspan style=\"font-weight: 400\">friendships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adults on staff. The relevance of astronauts and bathrooms might come as a bit of a shock though.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What teachers are up against\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">University of Virginia education professor \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://curry.virginia.edu/patricia-jennings\">Patricia Ann Jennings\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">has spent the last decade studying teacher stress. “Of\u003c/span>\u003cspan style=\"font-weight: 400\">ten teachers feel very alone in their classrooms and they feel very disconnected from the other adults,” she said. Her research points to a handful of common stressors, things as simple as teachers having to “hold it” when they need to use the restroom, not being able to just walk away from conflict and lacking privacy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s actually robust research on the ill effects of isolated, confined environments, according to Emily Anthes, author of the new book \"\u003c/span>\u003ca href=\"https://us.macmillan.com/books/9780374716684\">\u003cspan style=\"font-weight: 400\">The Great Indoors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" She \u003c/span>\u003ca href=\"https://www.npr.org/transcripts/911624033\">\u003cspan style=\"font-weight: 400\">recently told \u003c/span>\u003cspan style=\"font-weight: 400\">NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that astronauts in space shuttles adapt by using tricks like creating “auditory privacy” with headphones. But teachers don’t have the luxury of psychological escape. They have to not only remain engaged in stressful situations but also manage them publicly. “Whatever is happening in that moment, you have to be able to successfully deal with strong emotions without harming yourself by inhibiting them (stuffing them, basically) or expressing emotions in a way that’s harmful to your students or the learning environment,” Jennings says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://wwnorton.com/books/9780393714258\">Teacher Burnout Turnaround: \u003c/a>\u003c/span>\u003ca href=\"https://wwnorton.com/books/9780393714258\">Strategies for Empowered Educators\u003c/a>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\"> explains that \u003c/span>\u003cspan style=\"font-weight: 400\">teachers are also regularly asked to achieve the impossible. “Not only are they being told they have to control these kids, but they are supposed to get everybody above average. Well, you can’t,” according to Jennings. Many teachers disagree with directives from above, and she says, “They’re being asked to teach in ways that we know are not effective and they are having moral distress. When you make kids sit down and practice for a test that you think is stupid, it’s horrifying.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andy Hargreaves’s \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0742051X18312204?via%3Dihub\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs Jennings up. “One of the things that most undermines teacher wellbeing is having to teach things you don’t believe in, and test prep comes out top of the list,” says the co-author of \"\u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/collaborative-professionalism/book247835\">\u003cspan style=\"font-weight: 400\">Collaborative Professionalism: When Teaching Together Means Learning for All\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result is burnout, and that was true before the pandemic thrust upon teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/collections/teacher-health-wellness/index.html\">\u003cspan style=\"font-weight: 400\">a whole other set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of expectations, responsibilities, challenges and a new brand of isolation. (For example, distance learning has made that “handling things publicly” challenge far worse, \u003c/span>\u003ca href=\"http://www.andyhargreaves.com/\">\u003cspan style=\"font-weight: 400\">Hargreaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says. \u003c/span>\u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/JPCC-06-2020-0039/full/html\">\u003cspan style=\"font-weight: 400\">His research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that Covid-19 “gives parents distorted observations of what teaching is usually like.”)\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The benefit of teacher peer support\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Everything Jennings knows about burnout suggests that strong, positive relationships between teachers will decrease it, and this conclusion finds support in \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED495822.pdf\">\u003cspan style=\"font-weight: 400\">research tying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> collaboration and common planning time to reduced teacher attrition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal is in her sixth year teaching kindergarten at East Palo Alto Charter School. \"Having a friend who can be that sounding board in order to support your kids in the way that you feel is best, it’s just great to have,\" she says. \"Also, when you’re stressed out, it’s just a self-care thing.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when teachers “are having a really hard time with an admin” and have another appealing job offer, says \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/elizabethself/\">\u003cspan style=\"font-weight: 400\">Elizabeth Self\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an assistant professor and teacher education researcher at Vanderbilt University, “if teachers are in a school where they have strong, close friends and allies, they will stay.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s some evidence from medical fields that training together promotes the development of friendships, and that \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/15855070\">\u003cspan style=\"font-weight: 400\">friendships promote learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially if there’s an “\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19084479\">\u003cspan style=\"font-weight: 400\">ask anything\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” culture. That doesn’t just mean the freedom to ask each other “dumb” questions, says Tamara Steffy, a professor of mathematics, but also “a genuine willingness to say, ‘What do you need?’” She says of two other math professors at Seminole State College of Florida, “We make each other better. We exchange ideas and perspectives \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the time. Collaboration and friendship with colleagues has been a major support in my career—making my personal life richer and my professional experience more rewarding.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57178\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-57178\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png\" alt=\"\" width=\"512\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1-160x160.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Grace Nasnas took a picture of herself with Julie Edstrom and Tammy Steffy at a math convention. \u003ccite>(Courtesy of Tammy Steffy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The more teachers are given opportunities to collaborate, Jennings confirms, “the more their job becomes enjoyable and they also learn to solve problems together that by themselves they often can’t do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The impact on \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">teacher-retention, motivation and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be even more pronounced for members of traditionally underrepresented groups. Elizabeth Self says implicit bias, \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">\u003cspan style=\"font-weight: 400\">microaggressions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other forms of racism in schools impact individual teachers differently, with targets historically faring better “when they had people there who could either fight alongside them, like in an activist sense, or at a minimum help sustain them psychologically.” Young teachers also stand to reap outsized rewards from logistical and social and emotional support from colleagues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, the teacher stability, quality and efficacy wrought by both congeniality and \u003c/span>\u003ca href=\"https://core.ac.uk/download/pdf/81212847.pdf\">\u003cspan style=\"font-weight: 400\">collegiality in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> translate to real gains for student achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Palmer noticed \u003c/span>\u003ca href=\"https://www.newenglandssc.org/wp-content/uploads/2015/11/ImprovingRelationshipsWithinSchoolhouse.pdf\">\u003cspan style=\"font-weight: 400\">another upside\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after team-teaching with colleagues for 30 years, over 20 of them at William Fremd High School in Palatine, Illinois. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the kids saw and understood the relationship we had with each other, the teachers that is, they felt much more relaxed and collaborative with each other,\" he said. \"I think our friendship modeled for them a sense of camaraderie.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Common pitfalls: collective efficacy, going easy, and cliques\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bianka Mariscal, it's important to have someone to talk to. “There have always been times where I can just go across the classroom to one of my friends, and be like, ‘Oh my God, I have to tell you about this day,'\" she says. \"You don’t feel as alone.” Hargreaves \u003c/span>\u003ca href=\"https://www.amazon.com/Collaborative-Professionalism-Teaching-Together-Learning/dp/1506328156\">\u003cspan style=\"font-weight: 400\">dubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this the “solidarity effect.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet not all friendly interactions are created equal. “What usually happens, which is horrible,” Jennings says, “is by the time the teachers do spend time together in a lunchroom or in a faculty meeting, they often gripe a lot.” As legitimate as their grievances may be, it can create a “kind of a toxic adult environment,” she says, which is especially unfortunate given the research on what’s called “collective efficacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss\">\u003cspan style=\"font-weight: 400\">meta-analysis published in 2011\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> tied student achievement levels to teachers’ beliefs about their ability, as a staff, to positively impact students. Teachers’ individual self-efficacy beliefs \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022440506000847\">\u003cspan style=\"font-weight: 400\">have also been tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to both job satisfaction and student achievement. In fact, Jennings says, collective efficacy has been identified as “the most influential factor in promoting student achievement, much higher even than students’ socioeconomic status, prior achievement, quality of their home environment, and parental support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To enhance collective efficacy, teachers need to feel like they have a say, that is, a meaningful role and some agency with respect to what and how they teach. Gripe sessions, unfortunately, have the opposite impact. (Of course, two big pieces of collective efficacy—access to the resources needed to teach effectively and students’ preparedness to learn—fall well outside the control of even the most friendly, collegial and democratic school staff.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other potential pitfalls that come with warm teacher-to-teacher relationships. Of one colleague, Kevin Palmer says, “her and I did often clash without it affecting our relationship,” but when it came to another good friend he says, “I loved teaching with her, but I will say that because of our friendship, I found myself reluctant to disagree or challenge her suggestions as much as I did other team members.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building close interpersonal relationships only helps schools and students if the adults on campus are “continuing to develop healthy workplace environments for people to work across and outside of friendships,” says Elizabeth Self, and that can be really hard when, say, there’s a grade-level team that includes some teachers who are great friends and others who aren’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When does it move from people drawing on each other as resources in terms of friendships, to a ‘we have a clique problem’ kind of thing?” says Self.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building true collegiality\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, a good deal of research has been done on how best to boost collaborative professionalism in schools. “Since the 1990s, professional learning specialists have created a number of approaches—such as data teams, professional learning communities, critical friends circles, and learning walks—designed to make professional collaboration more deliberate and effective,” explain Hargreaves and Michael T. O’Connor in a 2018 \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on research in the U.S. and four other countries. It’s entitled, “Solidarity with solidity: The case for collaborative professionalism.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing they learned? “Collaborative practices that have been mandated in a top-down fashion, or that seem ‘contrived’ can easily backfire, causing teachers to collaborate even less than before.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to avoid jeopardizing existing relationships, like Mr. Palmer’s, “collaboration needs specific designs, protocols, structures, and processes to guide conversations,” they say. Take feedback, for example. Under the right conditions, they say, “feedback can be very critical and teachers still welcome it.” Those conditions can include:\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">creating a norm of “encouraging and not merely tolerating differences of view” \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">remembering to bring the discussion back to what benefits students\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">assigning roles in a group so it’s someone’s job to be critical, not their choice or personality\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> a sense that the work product being criticized belongs to the whole group, not an individual\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">ground rules such as “maintain a respectful and considerate tone”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal agrees that norms and phrasing can make all the difference. “Some of my closest friends work with me and are on the same team, and one of them has been my lead in the past,\" she said. \"Based on her interactions with me, when she says, ‘Okay, let’s talk through this,’ or like, ‘Oh, I noticed this happened,’ I know she knows what works best for me. If you didn’t have that, I think it would feel like an attack on the way I was doing things. But I know, just from interacting with her, it’s more of like, ‘I’m here to help you.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ultimate goal is this sense of purposeful togetherness where each individual feels valued for their own authoritative knowledge, a collective feeling of common purpose, and a generalized belief in the worthiness of the enterprise, including confidence that something substantive and valuable will result. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky, says that’s exactly what her chemistry team has going for it. There’s a veteran teacher who brings substantial experience with both content and classroom management; then Watkins and a colleague who both have a moderate amount of time in the classroom but a good deal to share when it comes to “real-world experience and hands-on demonstrations”; and a teacher just barely out of college, valued by his team for “a fresh look at updates to education and overall positivity.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They agreed “that to understand chemistry you have to do chemistry and not just read about it,” she says, so they worked together to solicit donations for, acquire, and assemble at-home lab kits for all 524 of their chemistry students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57171\" class=\"wp-caption alignnone\" style=\"max-width: 565px\">\u003cimg class=\"size-full wp-image-57171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png\" alt=\"\" width=\"565\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png 565w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2-160x107.png 160w\" sizes=\"(max-width: 565px) 100vw, 565px\">\u003cfigcaption class=\"wp-caption-text\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky and her team of four chemistry teachers solicited donations for, acquired, and assembled at-home lab kits for all 524 of their students. \u003ccite>(Courtesy of Stephanie Watkins)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers engage in collaborations like this, they grow closer. Their closeness facilitates further collaboration. That should sound familiar to those who’ve \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">read about\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cooperative learning in children. Research \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">in that area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that carefully created and scaffolded group work can produce an expectation of cooperation which in turn breeds liking, and the more students like each other, the more they’ll cooperate. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The role of administrators\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get this kind of positive feedback loop started, administrators can’t just “take an innovative collaborative design and try to graft it onto their schools,” Hargreaves and O’Connor say. Relationship-building must come first to produce the necessary feeling of solidarity. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">They report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that one network in the Pacific Northwest brought together teachers at 30 rural schools. Before teachers began to work together deeply, they first had to collaborate superficially.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Mariscal, the California kindergarten teacher, says her administrative team encouraged grade-level teams to take their kids on outings together before Covid-19 and, now, to do happy hour Zooms. “We also have buddy teachers,” she says, “so every Friday our class will get paired with an upper-grade class, and they’ll do activities together, and it’s also a great way to connect with a teacher who’s not in your cohort.” Last year, she got a lot of value out of the program. “It was just a great time for us to be like, ‘How’s it going?’ you know, that check-in with each other, and not just about teaching but about our own lives.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57172\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57172\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1536x1152.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Bianka Mariscal stands with her colleagues at East Palo Alto Charter School. \u003ccite>(Courtesy of Bianka Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Which brings us back to Jennings and collective efficacy. The initial step to achieving it, she says, “is building a feeling of connection at all levels of the school. Connection requires feelings of safety, affiliation, and collective sharing of positive emotions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unsurprising then, that \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ954633\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://aefpweb.org/sites/default/files/webform/44/Liebowitz_Porter_2019_AEFP.pdf\">\u003cspan style=\"font-weight: 400\">has tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administrators placing importance on relationships among adults on campus with increased levels of openness, trust and comfort, which in turn lead to improved school climate, \u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/product/teacher-turnover-report\">\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00098650309602010\">\u003cspan style=\"font-weight: 400\">teacher\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15700760701817371\">\u003cspan style=\"font-weight: 400\">retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and decreased \u003c/span>\u003ca href=\"http://www.pdkmembers.org/members_online/publications/archive/pdf/k0903kni.pdf\">\u003cspan style=\"font-weight: 400\">teacher resistance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to initiatives. Collegiality can also be a tool for promoting and sustaining social change within a school, according to \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/226869063_Forgetting_About_Friendship_Using_Conflict_in_Teacher_Communities_as_a_Catalyst_for_School_Change\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Jorge Ávila de Lima, a sociologist at the University of the Azores. Yet “compared to almost all other countries,” teachers in the U.S. have less in-school time away from their classes to collaborate or visit with other teachers, Hargreaves says, citing \u003c/span>\u003ca href=\"https://www.oecd.org/unitedstates/\">\u003cspan style=\"font-weight: 400\">OECD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collective efficacy may be hard to achieve under current conditions, but teachers know it when they feel it. For Watkins, the chemistry teacher, it means comfort walking up to an assistant principal and saying, “Hey what do you think of this idea?” Together, they rolled out a Pizza Participation Challenge to boost attendance during distance learning. After delivering the first round of pizzas to student’s homes in late September, she said, “It was so worth seeing the look on their faces and receiving their kind thank you notes that expressed how grateful they were to feel so cared about by their teachers and principals.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet stories like these ones don’t mean friendship on campus has to feel like one big round of \"Kumbaya.\" Elizabeth Self reminds us that for collective efficacy to arise, teachers can think of friends on staff both in the colloquial sense—buddies, confidants—and also as allies. “Who is leaning more toward the same things you are?\" she said. \"Sometimes that includes people who are or can become friends, and sometimes it’s like, ‘I need somebody who can help me deal with this stupid bathroom policy we are dealing with right now, and I know this person tends to think like me around issues of students having more freedom, so I’m going to go to them so we can combine efforts.’”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/gailcornwall\">\u003ci>\u003cspan style=\"font-weight: 400\">Gail Cornwall\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> works as a mother and writer in San Francisco.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Cultivating a collegial environment can help teacher stability, quality and efficacy in schools and translate to real gains for student achievement. ","status":"publish","parent":0,"modified":1609611987,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2881},"headData":{"title":"What Difference Can Teacher Friendships Make at Schools? - MindShift","description":"Cultivating a collegial environment can help teacher stability, quality and efficacy in schools and translate to real gains for student achievement. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57170 https://ww2.kqed.org/mindshift/?p=57170","disqusUrl":"https://ww2.kqed.org/mindshift/2020/12/31/what-difference-can-teacher-friendships-make-at-schools/","disqusTitle":"What Difference Can Teacher Friendships Make at Schools?","nprByline":"Gail Cornwall","path":"/mindshift/57170/what-difference-can-teacher-friendships-make-at-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Positive student-teacher relationships \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">increase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> both \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">\u003cspan style=\"font-weight: 400\">academic engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and prosocial behavior at all levels of schooling. Teachers who offer individual students and entire classes the “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-2885.2000.tb00176.x\">\u003cspan style=\"font-weight: 400\">educational friendship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” of \u003c/span>\u003ca href=\"https://www.nber.org/papers/w25254\">\u003cspan style=\"font-weight: 400\">respect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1109954.pdf\">\u003cspan style=\"font-weight: 400\">appreciation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and good old benefit of the doubt fundamentally alter experiences of schooling for the better. But what about teacher-to-teacher friendships? \u003c/span>\u003cspan style=\"font-weight: 400\">Are those just a nice bonus when they materialize, or does a warm, collaborative professional environment make a significant difference? It will come as no surprise to anyone who has spent time in a school that teachers, students and entire learning communities can benefit immensely from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendship-in-schools\">\u003cspan style=\"font-weight: 400\">friendships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adults on staff. The relevance of astronauts and bathrooms might come as a bit of a shock though.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What teachers are up against\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">University of Virginia education professor \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://curry.virginia.edu/patricia-jennings\">Patricia Ann Jennings\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">has spent the last decade studying teacher stress. “Of\u003c/span>\u003cspan style=\"font-weight: 400\">ten teachers feel very alone in their classrooms and they feel very disconnected from the other adults,” she said. Her research points to a handful of common stressors, things as simple as teachers having to “hold it” when they need to use the restroom, not being able to just walk away from conflict and lacking privacy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s actually robust research on the ill effects of isolated, confined environments, according to Emily Anthes, author of the new book \"\u003c/span>\u003ca href=\"https://us.macmillan.com/books/9780374716684\">\u003cspan style=\"font-weight: 400\">The Great Indoors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" She \u003c/span>\u003ca href=\"https://www.npr.org/transcripts/911624033\">\u003cspan style=\"font-weight: 400\">recently told \u003c/span>\u003cspan style=\"font-weight: 400\">NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that astronauts in space shuttles adapt by using tricks like creating “auditory privacy” with headphones. But teachers don’t have the luxury of psychological escape. They have to not only remain engaged in stressful situations but also manage them publicly. “Whatever is happening in that moment, you have to be able to successfully deal with strong emotions without harming yourself by inhibiting them (stuffing them, basically) or expressing emotions in a way that’s harmful to your students or the learning environment,” Jennings says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://wwnorton.com/books/9780393714258\">Teacher Burnout Turnaround: \u003c/a>\u003c/span>\u003ca href=\"https://wwnorton.com/books/9780393714258\">Strategies for Empowered Educators\u003c/a>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\"> explains that \u003c/span>\u003cspan style=\"font-weight: 400\">teachers are also regularly asked to achieve the impossible. “Not only are they being told they have to control these kids, but they are supposed to get everybody above average. Well, you can’t,” according to Jennings. Many teachers disagree with directives from above, and she says, “They’re being asked to teach in ways that we know are not effective and they are having moral distress. When you make kids sit down and practice for a test that you think is stupid, it’s horrifying.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andy Hargreaves’s \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0742051X18312204?via%3Dihub\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs Jennings up. “One of the things that most undermines teacher wellbeing is having to teach things you don’t believe in, and test prep comes out top of the list,” says the co-author of \"\u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/collaborative-professionalism/book247835\">\u003cspan style=\"font-weight: 400\">Collaborative Professionalism: When Teaching Together Means Learning for All\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result is burnout, and that was true before the pandemic thrust upon teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/collections/teacher-health-wellness/index.html\">\u003cspan style=\"font-weight: 400\">a whole other set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of expectations, responsibilities, challenges and a new brand of isolation. (For example, distance learning has made that “handling things publicly” challenge far worse, \u003c/span>\u003ca href=\"http://www.andyhargreaves.com/\">\u003cspan style=\"font-weight: 400\">Hargreaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says. \u003c/span>\u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/JPCC-06-2020-0039/full/html\">\u003cspan style=\"font-weight: 400\">His research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that Covid-19 “gives parents distorted observations of what teaching is usually like.”)\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The benefit of teacher peer support\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Everything Jennings knows about burnout suggests that strong, positive relationships between teachers will decrease it, and this conclusion finds support in \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED495822.pdf\">\u003cspan style=\"font-weight: 400\">research tying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> collaboration and common planning time to reduced teacher attrition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal is in her sixth year teaching kindergarten at East Palo Alto Charter School. \"Having a friend who can be that sounding board in order to support your kids in the way that you feel is best, it’s just great to have,\" she says. \"Also, when you’re stressed out, it’s just a self-care thing.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when teachers “are having a really hard time with an admin” and have another appealing job offer, says \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/elizabethself/\">\u003cspan style=\"font-weight: 400\">Elizabeth Self\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an assistant professor and teacher education researcher at Vanderbilt University, “if teachers are in a school where they have strong, close friends and allies, they will stay.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s some evidence from medical fields that training together promotes the development of friendships, and that \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/15855070\">\u003cspan style=\"font-weight: 400\">friendships promote learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially if there’s an “\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19084479\">\u003cspan style=\"font-weight: 400\">ask anything\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” culture. That doesn’t just mean the freedom to ask each other “dumb” questions, says Tamara Steffy, a professor of mathematics, but also “a genuine willingness to say, ‘What do you need?’” She says of two other math professors at Seminole State College of Florida, “We make each other better. We exchange ideas and perspectives \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the time. Collaboration and friendship with colleagues has been a major support in my career—making my personal life richer and my professional experience more rewarding.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57178\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-57178\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png\" alt=\"\" width=\"512\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1-160x160.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Grace Nasnas took a picture of herself with Julie Edstrom and Tammy Steffy at a math convention. \u003ccite>(Courtesy of Tammy Steffy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The more teachers are given opportunities to collaborate, Jennings confirms, “the more their job becomes enjoyable and they also learn to solve problems together that by themselves they often can’t do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The impact on \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">teacher-retention, motivation and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be even more pronounced for members of traditionally underrepresented groups. Elizabeth Self says implicit bias, \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">\u003cspan style=\"font-weight: 400\">microaggressions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other forms of racism in schools impact individual teachers differently, with targets historically faring better “when they had people there who could either fight alongside them, like in an activist sense, or at a minimum help sustain them psychologically.” Young teachers also stand to reap outsized rewards from logistical and social and emotional support from colleagues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, the teacher stability, quality and efficacy wrought by both congeniality and \u003c/span>\u003ca href=\"https://core.ac.uk/download/pdf/81212847.pdf\">\u003cspan style=\"font-weight: 400\">collegiality in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> translate to real gains for student achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Palmer noticed \u003c/span>\u003ca href=\"https://www.newenglandssc.org/wp-content/uploads/2015/11/ImprovingRelationshipsWithinSchoolhouse.pdf\">\u003cspan style=\"font-weight: 400\">another upside\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after team-teaching with colleagues for 30 years, over 20 of them at William Fremd High School in Palatine, Illinois. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the kids saw and understood the relationship we had with each other, the teachers that is, they felt much more relaxed and collaborative with each other,\" he said. \"I think our friendship modeled for them a sense of camaraderie.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Common pitfalls: collective efficacy, going easy, and cliques\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bianka Mariscal, it's important to have someone to talk to. “There have always been times where I can just go across the classroom to one of my friends, and be like, ‘Oh my God, I have to tell you about this day,'\" she says. \"You don’t feel as alone.” Hargreaves \u003c/span>\u003ca href=\"https://www.amazon.com/Collaborative-Professionalism-Teaching-Together-Learning/dp/1506328156\">\u003cspan style=\"font-weight: 400\">dubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this the “solidarity effect.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet not all friendly interactions are created equal. “What usually happens, which is horrible,” Jennings says, “is by the time the teachers do spend time together in a lunchroom or in a faculty meeting, they often gripe a lot.” As legitimate as their grievances may be, it can create a “kind of a toxic adult environment,” she says, which is especially unfortunate given the research on what’s called “collective efficacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss\">\u003cspan style=\"font-weight: 400\">meta-analysis published in 2011\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> tied student achievement levels to teachers’ beliefs about their ability, as a staff, to positively impact students. Teachers’ individual self-efficacy beliefs \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022440506000847\">\u003cspan style=\"font-weight: 400\">have also been tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to both job satisfaction and student achievement. In fact, Jennings says, collective efficacy has been identified as “the most influential factor in promoting student achievement, much higher even than students’ socioeconomic status, prior achievement, quality of their home environment, and parental support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To enhance collective efficacy, teachers need to feel like they have a say, that is, a meaningful role and some agency with respect to what and how they teach. Gripe sessions, unfortunately, have the opposite impact. (Of course, two big pieces of collective efficacy—access to the resources needed to teach effectively and students’ preparedness to learn—fall well outside the control of even the most friendly, collegial and democratic school staff.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other potential pitfalls that come with warm teacher-to-teacher relationships. Of one colleague, Kevin Palmer says, “her and I did often clash without it affecting our relationship,” but when it came to another good friend he says, “I loved teaching with her, but I will say that because of our friendship, I found myself reluctant to disagree or challenge her suggestions as much as I did other team members.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building close interpersonal relationships only helps schools and students if the adults on campus are “continuing to develop healthy workplace environments for people to work across and outside of friendships,” says Elizabeth Self, and that can be really hard when, say, there’s a grade-level team that includes some teachers who are great friends and others who aren’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When does it move from people drawing on each other as resources in terms of friendships, to a ‘we have a clique problem’ kind of thing?” says Self.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building true collegiality\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, a good deal of research has been done on how best to boost collaborative professionalism in schools. “Since the 1990s, professional learning specialists have created a number of approaches—such as data teams, professional learning communities, critical friends circles, and learning walks—designed to make professional collaboration more deliberate and effective,” explain Hargreaves and Michael T. O’Connor in a 2018 \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on research in the U.S. and four other countries. It’s entitled, “Solidarity with solidity: The case for collaborative professionalism.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing they learned? “Collaborative practices that have been mandated in a top-down fashion, or that seem ‘contrived’ can easily backfire, causing teachers to collaborate even less than before.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to avoid jeopardizing existing relationships, like Mr. Palmer’s, “collaboration needs specific designs, protocols, structures, and processes to guide conversations,” they say. Take feedback, for example. Under the right conditions, they say, “feedback can be very critical and teachers still welcome it.” Those conditions can include:\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">creating a norm of “encouraging and not merely tolerating differences of view” \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">remembering to bring the discussion back to what benefits students\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">assigning roles in a group so it’s someone’s job to be critical, not their choice or personality\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> a sense that the work product being criticized belongs to the whole group, not an individual\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">ground rules such as “maintain a respectful and considerate tone”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal agrees that norms and phrasing can make all the difference. “Some of my closest friends work with me and are on the same team, and one of them has been my lead in the past,\" she said. \"Based on her interactions with me, when she says, ‘Okay, let’s talk through this,’ or like, ‘Oh, I noticed this happened,’ I know she knows what works best for me. If you didn’t have that, I think it would feel like an attack on the way I was doing things. But I know, just from interacting with her, it’s more of like, ‘I’m here to help you.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ultimate goal is this sense of purposeful togetherness where each individual feels valued for their own authoritative knowledge, a collective feeling of common purpose, and a generalized belief in the worthiness of the enterprise, including confidence that something substantive and valuable will result. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky, says that’s exactly what her chemistry team has going for it. There’s a veteran teacher who brings substantial experience with both content and classroom management; then Watkins and a colleague who both have a moderate amount of time in the classroom but a good deal to share when it comes to “real-world experience and hands-on demonstrations”; and a teacher just barely out of college, valued by his team for “a fresh look at updates to education and overall positivity.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They agreed “that to understand chemistry you have to do chemistry and not just read about it,” she says, so they worked together to solicit donations for, acquire, and assemble at-home lab kits for all 524 of their chemistry students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57171\" class=\"wp-caption alignnone\" style=\"max-width: 565px\">\u003cimg class=\"size-full wp-image-57171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png\" alt=\"\" width=\"565\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png 565w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2-160x107.png 160w\" sizes=\"(max-width: 565px) 100vw, 565px\">\u003cfigcaption class=\"wp-caption-text\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky and her team of four chemistry teachers solicited donations for, acquired, and assembled at-home lab kits for all 524 of their students. \u003ccite>(Courtesy of Stephanie Watkins)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers engage in collaborations like this, they grow closer. Their closeness facilitates further collaboration. That should sound familiar to those who’ve \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">read about\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cooperative learning in children. Research \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">in that area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that carefully created and scaffolded group work can produce an expectation of cooperation which in turn breeds liking, and the more students like each other, the more they’ll cooperate. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The role of administrators\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get this kind of positive feedback loop started, administrators can’t just “take an innovative collaborative design and try to graft it onto their schools,” Hargreaves and O’Connor say. Relationship-building must come first to produce the necessary feeling of solidarity. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">They report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that one network in the Pacific Northwest brought together teachers at 30 rural schools. Before teachers began to work together deeply, they first had to collaborate superficially.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Mariscal, the California kindergarten teacher, says her administrative team encouraged grade-level teams to take their kids on outings together before Covid-19 and, now, to do happy hour Zooms. “We also have buddy teachers,” she says, “so every Friday our class will get paired with an upper-grade class, and they’ll do activities together, and it’s also a great way to connect with a teacher who’s not in your cohort.” Last year, she got a lot of value out of the program. “It was just a great time for us to be like, ‘How’s it going?’ you know, that check-in with each other, and not just about teaching but about our own lives.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57172\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57172\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1536x1152.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Bianka Mariscal stands with her colleagues at East Palo Alto Charter School. \u003ccite>(Courtesy of Bianka Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Which brings us back to Jennings and collective efficacy. The initial step to achieving it, she says, “is building a feeling of connection at all levels of the school. Connection requires feelings of safety, affiliation, and collective sharing of positive emotions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unsurprising then, that \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ954633\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://aefpweb.org/sites/default/files/webform/44/Liebowitz_Porter_2019_AEFP.pdf\">\u003cspan style=\"font-weight: 400\">has tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administrators placing importance on relationships among adults on campus with increased levels of openness, trust and comfort, which in turn lead to improved school climate, \u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/product/teacher-turnover-report\">\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00098650309602010\">\u003cspan style=\"font-weight: 400\">teacher\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15700760701817371\">\u003cspan style=\"font-weight: 400\">retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and decreased \u003c/span>\u003ca href=\"http://www.pdkmembers.org/members_online/publications/archive/pdf/k0903kni.pdf\">\u003cspan style=\"font-weight: 400\">teacher resistance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to initiatives. Collegiality can also be a tool for promoting and sustaining social change within a school, according to \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/226869063_Forgetting_About_Friendship_Using_Conflict_in_Teacher_Communities_as_a_Catalyst_for_School_Change\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Jorge Ávila de Lima, a sociologist at the University of the Azores. Yet “compared to almost all other countries,” teachers in the U.S. have less in-school time away from their classes to collaborate or visit with other teachers, Hargreaves says, citing \u003c/span>\u003ca href=\"https://www.oecd.org/unitedstates/\">\u003cspan style=\"font-weight: 400\">OECD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collective efficacy may be hard to achieve under current conditions, but teachers know it when they feel it. For Watkins, the chemistry teacher, it means comfort walking up to an assistant principal and saying, “Hey what do you think of this idea?” Together, they rolled out a Pizza Participation Challenge to boost attendance during distance learning. After delivering the first round of pizzas to student’s homes in late September, she said, “It was so worth seeing the look on their faces and receiving their kind thank you notes that expressed how grateful they were to feel so cared about by their teachers and principals.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet stories like these ones don’t mean friendship on campus has to feel like one big round of \"Kumbaya.\" Elizabeth Self reminds us that for collective efficacy to arise, teachers can think of friends on staff both in the colloquial sense—buddies, confidants—and also as allies. “Who is leaning more toward the same things you are?\" she said. \"Sometimes that includes people who are or can become friends, and sometimes it’s like, ‘I need somebody who can help me deal with this stupid bathroom policy we are dealing with right now, and I know this person tends to think like me around issues of students having more freedom, so I’m going to go to them so we can combine efforts.’”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/gailcornwall\">\u003ci>\u003cspan style=\"font-weight: 400\">Gail Cornwall\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> works as a mother and writer in San Francisco.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57170/what-difference-can-teacher-friendships-make-at-schools","authors":["byline_mindshift_57170"],"categories":["mindshift_192"],"tags":["mindshift_21396","mindshift_21336","mindshift_608","mindshift_21382","mindshift_943","mindshift_21398","mindshift_20716"],"featImg":"mindshift_57173","label":"mindshift"},"mindshift_53640":{"type":"posts","id":"mindshift_53640","meta":{"index":"posts_1591205157","site":"mindshift","id":"53640","score":null,"sort":[1564554272000]},"guestAuthors":[],"slug":"12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change","title":"12 Ways Teachers Can Build Resilience So They Can Make Systemic Change","publishDate":1564554272,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Elena Aguilar started her teaching career in Oakland public schools 25 years ago, she was sure there was no better job than teaching. She loved her work, but she couldn’t help noticing how many teachers left her Oakland school each year. And she started taking note of how disruptive that cycle is to the school community and to the school’s ability to implement new programs.\u003c/p>\n\u003cp>“We’d get everyone trained and then two years later 75 percent of teachers who had been in that training were gone,” Aguilar said. It’s very hard to make progress on long term goals like improving school culture, deepening reading instruction, or improving how special education teachers and general education teachers work together when half the staff is turning over each year.\u003c/p>\n\u003cp>Several years into her teaching career Aguilar helped to found a new school. “This was the dream school to teach at,” she said. “We had so much support and small classes and resources, but there was still burnout and stress that led to so much turnover.”\u003c/p>\n\u003cp>Eventually Aguilar began to coach colleagues, but the stress and exhaustion she’d noticed at the beginning of her career was always at the center of those coaching conversations. She was supposed to be a literacy and leadership coach, but most conversations ended up focusing on emotions and building educator resilience.\u003c/p>\n\u003cp>“It’s all about finding your own power and being able to recognize your own power and what you can influence,” Aguilar said. “What you can control is your own response, the way you make sense of things, and the story you tell about something.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When things are hard in the classroom, it’s tempting to blame the kids, their parents, or the communities they come from, but those are not things an individual teacher can control. Building personal resilience is about responding to adversity, to setbacks, to getting knocked down. The resilience comes from learning something in those moments.\u003c/p>\n\u003cp>“Resilience is about thriving and not just surviving,” Aguilar said. “Because I think there are places where people use the term and they’re just talking about survival. But resilience is when you experience a challenge or a setback and you come out stronger than you were before, having learned something new.”\u003c/p>\n\u003cp>After decades of teaching and coaching, Aguilar has written a book that joins her years of experience in classrooms around the country with the research about resilience. Called \u003cem>\u003ca href=\"https://www.onwardthebook.com/resources/\" target=\"_blank\" rel=\"noopener\">Onward: Cultivating Emotional Resilience in Educators\u003c/a>\u003c/em>, the book offers \u003ca href=\"https://www.onwardthebook.com/author/elena-aguilar/\" target=\"_blank\" rel=\"noopener\">practical ways\u003c/a> educators can build their resilience mapped to months of the year, and the ebbs and flows of energy that dictate school life.\u003c/p>\n\u003cp>But this isn’t the average self-help book. Aguilar, like many educators, sees real issues in the systems and structures of education. But she also knows teachers are too overwhelmed and tired to pick their eyes up and see the bigger issues. Aguilar believes that building personal resilience leads to action. In Onward she writes:\u003c/p>\n\u003cblockquote>\u003cp>\"Here is my theory of action: If we boost our individual resilience, then we will have more energy to address organizational and systemic conditions -- to elect officials who will fund public education, organize against policies that dehumanize educators, and push back on punitive assessment policies and scripted curriculum that turn teachers into robots and students into depositories to be filled. With more energy and more resilience, we can build and strengthen the kinds of communities in which we can thrive, where we can engage in professional development that allows us to reflect on our own biases, and where we can observe and learn from each other.\"\u003c/p>\u003c/blockquote>\n\u003cp>As a coach, Aguilar is action oriented. She wanted to give educators things they can do, habits they can form to boost their resilience. The current research isn’t framed that way; it describes dispositions, which are more like attitudes or ways of being. Resilient people tend towards optimism, for example, and they’re curious and courageous.\u003c/p>\n\u003cp>Aguilar has taken that research and developed a sequence of reflections and activities that teachers can do throughout the year to build habits that cultivate a resilient disposition. She thinks they will be most powerful if educators do them together.\u003c/p>\n\u003cp>\u003cstrong>1. Know Yourself\u003c/strong>\u003c/p>\n\u003cp>“You’d need to do this in the summer when you have a bit of a break,” Aguilar said. She recommends June, when school has ended and teachers have had a little time to recover. In June many educators are reflecting on the end of the year anyway, so why not go a bit deeper to think through the values, socio-political identity, strengths and personality traits that define each of us?\u003c/p>\n\u003cp>In Onward, Aguilar writes: “Self-knowledge helps us to be more confident about our actions and clear on our decisions. It’s what enables us to show up in a way we want to show up.”\u003c/p>\n\u003cp>This is foundational work. Everything else depends on self-knowledge because so much of how one reacts to a situation is rooted in experience, context, identity and perception.\u003c/p>\n\u003cp>\u003cstrong>2. Emotions\u003c/strong>\u003c/p>\n\u003cp>There’s been an increased focus on \u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\" target=\"_blank\" rel=\"noopener\">social and emotional learning for kids in classrooms\u003c/a>, but much less attention is paid to helping teachers manage the array of emotions that come up over the course of a school day. Just because teachers are adults doesn’t mean they’ve had practice recognizing, \u003ca href=\"https://www.kqed.org/mindshift/52946/angry-how-naming-and-understanding-the-different-kinds-of-anger-can-help\" target=\"_blank\" rel=\"noopener\">naming and reckoning with their emotions\u003c/a>.\u003c/p>\n\u003cp>“Embedded within emotional resilience is emotional intelligence,” Aguilar said. “And I find so many adults have never had an opportunity to really learn about emotions.”\u003c/p>\n\u003cp>In the\u003ca href=\"https://www.wiley.com/en-us/The+Onward+Workbook%3A+Daily+Activities+to+Cultivate+Your+Emotional+Resilience+and+Thrive-p-9781119367277\" target=\"_blank\" rel=\"noopener\"> workbook\u003c/a> that accompanies \u003cem>Onward\u003c/em>, Aguilar offers activities that walk educators through a process of thinking through what an emotion is, how to understand their own, and offers language to talk about emotion. This is reflective work, perfect for July when teachers have a little distance from the classroom.\u003c/p>\n\u003cp>\u003cstrong>3. Tell Empowering Stories\u003c/strong>\u003c/p>\n\u003cp>“It really might be the most important habit, but you can’t practice it well without understanding your emotions, so they all connect,” Aguilar said.\u003c/p>\n\u003cp>The stories educators tell \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\" target=\"_blank\" rel=\"noopener\">dictate the experience they’ll have\u003c/a>, she said. The story could be about kids and parents that don’t value education. Or, it could be that teaching in a particular context is hard because the political and economic systems aren’t set up to support this community. “You can tell really different stories about the same thing,” Aguilar said.\u003c/p>\n\u003cp>She has found that educators often get excited about this habit: “When they realize they have the power to reframe a situation, it's actually very empowering. It can be a big relief to people.”\u003c/p>\n\u003cp>It can also open up avenues of creativity. Sometimes teachers can feel so overwhelmed that it’s difficult to see a situation in any other way than the one they’re already locked into. Aguilar has seen this time and again when coaching. She often asks teachers and leaders probing questions to shift the way they see \u003ca href=\"https://www.kqed.org/mindshift/48468/how-constraints-can-stimulate-creative-solutions\" target=\"_blank\" rel=\"noopener\">the constraints\u003c/a> and structures within which they are working.\u003c/p>\n\u003cp>“I think it’s really critical because so many educators almost can’t imagine how things could be better,” she said.\u003c/p>\n\u003cp>\u003cstrong>4. Build Community\u003c/strong>\u003c/p>\n\u003cp>Aguilar imagines this habit tied to September when school is back in session and people have energy and hope for the year ahead. “One of the visions I had when I wrote this book was that teachers would read this book together,” she said. “They’d talk about it together, and they’d do the workbook activities together.”\u003c/p>\n\u003cp>And in doing so, they’d deepen relationships with one another. Those relationships can be a \u003ca href=\"https://www.kqed.org/mindshift/47954/a-mindset-shift-to-continue-supporting-the-most-frustrating-kids\" target=\"_blank\" rel=\"noopener\">crucial source of resilience\u003c/a> when setbacks occur.\u003c/p>\n\u003cp>\u003cstrong>5. Be Here Now\u003c/strong>\u003c/p>\n\u003cp>This section draws from \u003ca href=\"https://www.kqed.org/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work\" target=\"_blank\" rel=\"noopener\">mindfulness practices\u003c/a> and their power to ground educators in the present moment. Mindfulness in schools has exploded over the past few years, especially on the West Coast where Aguilar lives. So she was surprised when readers from elsewhere in the country had never heard of it.\u003c/p>\n\u003cp>“The ability to be present in the moment allows you to be clear on what story you’re telling,” Aguilar said. “It’s really hard to tell powerful stories if you’re not able to recognize when you’re telling a story.”\u003c/p>\n\u003cp>She equates this set of strategies with October because towards the end of this month things can start to get hard for educators. It’s a time for deep breaths, \u003ca href=\"https://www.kqed.org/mindshift/53228/nine-ways-to-ensure-your-mindfulness-teaching-practice-is-trauma-informed\" target=\"_blank\" rel=\"noopener\">creating some metacognitive space before reacting\u003c/a> to students, and taking care of oneself.\u003c/p>\n\u003cp>\u003cstrong>6. Take Care of Yourself\u003c/strong>\u003c/p>\n\u003cp>November is often a hard month for teachers. The excitement from the beginning of the year has worn off, the days are getting shorter and darker, and \u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\" target=\"_blank\" rel=\"noopener\">exhaustion becomes a factor\u003c/a>. Most educators have probably heard they should take care of themselves and yet many still don’t. Aguilar uses this section to help educators interrogate why this might be.\u003c/p>\n\u003cp>“Teaching is so dominated by women and there’s so much messaging to women about self care, but they also get messages about giving to everyone else,” Aguilar said. Sometimes deep values come up about who deserves rest and what it means to prove one’s worth.\u003c/p>\n\u003cp>“It’s intended to help people untangle what’s going on,” Aguilar said.\u003cbr>\n\u003cstrong>\u003cbr>\n7. Focus on the Bright Spots\u003c/strong>\u003c/p>\n\u003cp>“This is an opportunity to focus on strengths and assets and skills and shine a light on what’s working,” Aguilar said. Again, in the heart of winter it can be easy to let a \u003ca href=\"https://www.kqed.org/mindshift/44408/how-to-get-past-negativity-bias-and-hardwire-positive-experiences\" target=\"_blank\" rel=\"noopener\">natural negativity bias\u003c/a> take over. It requires \u003ca href=\"https://www.kqed.org/mindshift/52402/changing-how-educators-see-negative-experiences-in-the-classroom\" target=\"_blank\" rel=\"noopener\">active work to push back\u003c/a> against those thoughts and create structures to notice the progress students have made and the many beautiful things happening in schools and classrooms.\u003c/p>\n\u003cp>“Resilience has a lot to do with how often we experience what is thought about as positive emotions. That is in part how we get to the thriving part of the definition, and not just the surviving,” Aguilar said.\u003c/p>\n\u003cp>It’s easy to dwell on the negative, the lesson plan gone awry, the one kid who won’t engage. But Aguilar says that unless educators actively work to refill the reserves of satisfaction, meaning and connection it’s hard to keep going.\u003c/p>\n\u003cp>\u003cstrong>8. Cultivate Compassion\u003c/strong>\u003c/p>\n\u003cp>In January it might seem like teachers would return from a vacation and feel rested, ready to jump back into the classroom with energy. That’s partly true, but Aguilar has also found that the time off can decrease people’s tolerance for stuff they have to deal with in the classroom. They’ve felt like a normal human for a few weeks and they don’t want to go back. That’s why she suggests \u003ca href=\"https://www.kqed.org/mindshift/52854/how-self-compassion-supports-academic-motivation-and-emotional-wellness\" target=\"_blank\" rel=\"noopener\">cultivating compassion for oneself, colleagues and students\u003c/a> during this time.\u003c/p>\n\u003cp>“Recognize that if you’re cultivating compassion you can have greater understanding with a student who lost their temper and did whatever they did, and you can respond differently in that moment.”\u003c/p>\n\u003cp>\u003cstrong>9. Be A Learner\u003c/strong>\u003c/p>\n\u003cp>Learning is something resilient people do. They take away a lesson from hardships they experience.\u003c/p>\n\u003cp>“One of the most useful prompts for someone when they’re in a challenging situation is to ask, is there any possibility I could learn something from this experience?” They don’t even have to know what they’re learning yet, but just asking if there’s something that will reveal itself later can make it feel possible to get through.\u003c/p>\n\u003cp>Aguilar used the example of her mother’s battle with cancer and ultimate death. In the moment, she felt horrible and couldn’t see her way out of the pain and grief she was experiencing.\u003c/p>\n\u003cp>“When I think back to that time, now I can see there were things that I learned,” Aguilar said. “But it’s definitely not a situation in which I would say that was a great gift because I learned this or that. Without question I would rather have my mother back.”\u003c/p>\n\u003cp>In those difficult moments, it helps to acknowledge and value the emotions someone is feeling. Without that acknowledgement people don’t feel heard and they can get stuck in the negative emotions.\u003c/p>\n\u003cp>\u003cstrong>10. Play and Create\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research showing that \u003ca href=\"https://www.kqed.org/mindshift/52136/five-proven-benefits-of-play\" target=\"_blank\" rel=\"noopener\">play is fundamental to learning\u003c/a> and to human nature. Yet it’s often stripped from schools. \u003ca href=\"https://www.kqed.org/mindshift/47841/how-play-is-at-the-heart-of-many-world-changing-inventions\" target=\"_blank\" rel=\"noopener\">Play also helps people to be creative\u003c/a>, deal with stress and solve problems, all qualities connected to a common disposition of resilient people -- courage.\u003cbr>\n\u003cstrong>\u003cbr>\n11. Ride the Wave of Change\u003c/strong>\u003c/p>\n\u003cp>“Springtime is when things start changing in schools,” Aguilar said. “Spring time can be really unsettling and difficult.” New initiatives are launched, hiring happens, teaching assignments change, it can be hard for teachers and deplete their energy.\u003c/p>\n\u003cp>Aguilar recommends that teachers engage with change, but think carefully about whether the change is within their sphere of influence. Making that distinction can help an educator decide where to spend their energy.\u003c/p>\n\u003cp>“We all have a finite amount of energy and we can make decisions about how and where we use it. Change gives us an opportunity to reflect on that.”\u003c/p>\n\u003cp>\u003cstrong>12 Celebrate and Appreciate\u003c/strong>\u003c/p>\n\u003cp>“We need to end the year on a note of celebration,” Aguilar said. Taking time to recognize growth and show gratitude offers a different perspective on what can be a tiring time of year. Many schools have end of year rituals to celebrate the achievements of the year, but personal rituals, as well as class rituals can also be powerful.\u003c/p>\n\u003cp>Aguilar has no illusions that teachers will pick up this book, do a few exercises, and magically become more resilient. She knows these qualities require cultivation and time, but from personal experience she also knows they work. She now has a daily gratitude practice, and she finds herself repeating over and over again the activities that help her deconstruct her thoughts and beliefs to gain a deeper understanding of her values.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She hopes that with practice and dedication teachers can increase their own resilience and regain some power over their professional experience. It’s unpleasant to feel like an actor in a system over which one has no control. But even when curriculum is mandated, testing overzealous, and students don’t want to listen, teachers are making choices. The more resilient a teacher feels, the more able they are to see those moments of choice and make the most of them.\u003c/p>\n\n","blocks":[],"excerpt":"Author Elena Aguilar hopes that when educators build their own resilience they'll not only continue teaching, but they'll have more energy to change the systems that are depleting them.","status":"publish","parent":0,"modified":1564554272,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":60,"wordCount":2510},"headData":{"title":"12 Ways Teachers Can Build Resilience So They Can Make Systemic Change | KQED","description":"Author Elena Aguilar hopes that when educators build their own resilience they'll not only continue teaching, but they'll have more energy to change the systems that are depleting them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53640 https://ww2.kqed.org/mindshift/?p=53640","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/30/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change/","disqusTitle":"12 Ways Teachers Can Build Resilience So They Can Make Systemic Change","path":"/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Elena Aguilar started her teaching career in Oakland public schools 25 years ago, she was sure there was no better job than teaching. She loved her work, but she couldn’t help noticing how many teachers left her Oakland school each year. And she started taking note of how disruptive that cycle is to the school community and to the school’s ability to implement new programs.\u003c/p>\n\u003cp>“We’d get everyone trained and then two years later 75 percent of teachers who had been in that training were gone,” Aguilar said. It’s very hard to make progress on long term goals like improving school culture, deepening reading instruction, or improving how special education teachers and general education teachers work together when half the staff is turning over each year.\u003c/p>\n\u003cp>Several years into her teaching career Aguilar helped to found a new school. “This was the dream school to teach at,” she said. “We had so much support and small classes and resources, but there was still burnout and stress that led to so much turnover.”\u003c/p>\n\u003cp>Eventually Aguilar began to coach colleagues, but the stress and exhaustion she’d noticed at the beginning of her career was always at the center of those coaching conversations. She was supposed to be a literacy and leadership coach, but most conversations ended up focusing on emotions and building educator resilience.\u003c/p>\n\u003cp>“It’s all about finding your own power and being able to recognize your own power and what you can influence,” Aguilar said. “What you can control is your own response, the way you make sense of things, and the story you tell about something.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When things are hard in the classroom, it’s tempting to blame the kids, their parents, or the communities they come from, but those are not things an individual teacher can control. Building personal resilience is about responding to adversity, to setbacks, to getting knocked down. The resilience comes from learning something in those moments.\u003c/p>\n\u003cp>“Resilience is about thriving and not just surviving,” Aguilar said. “Because I think there are places where people use the term and they’re just talking about survival. But resilience is when you experience a challenge or a setback and you come out stronger than you were before, having learned something new.”\u003c/p>\n\u003cp>After decades of teaching and coaching, Aguilar has written a book that joins her years of experience in classrooms around the country with the research about resilience. Called \u003cem>\u003ca href=\"https://www.onwardthebook.com/resources/\" target=\"_blank\" rel=\"noopener\">Onward: Cultivating Emotional Resilience in Educators\u003c/a>\u003c/em>, the book offers \u003ca href=\"https://www.onwardthebook.com/author/elena-aguilar/\" target=\"_blank\" rel=\"noopener\">practical ways\u003c/a> educators can build their resilience mapped to months of the year, and the ebbs and flows of energy that dictate school life.\u003c/p>\n\u003cp>But this isn’t the average self-help book. Aguilar, like many educators, sees real issues in the systems and structures of education. But she also knows teachers are too overwhelmed and tired to pick their eyes up and see the bigger issues. Aguilar believes that building personal resilience leads to action. In Onward she writes:\u003c/p>\n\u003cblockquote>\u003cp>\"Here is my theory of action: If we boost our individual resilience, then we will have more energy to address organizational and systemic conditions -- to elect officials who will fund public education, organize against policies that dehumanize educators, and push back on punitive assessment policies and scripted curriculum that turn teachers into robots and students into depositories to be filled. With more energy and more resilience, we can build and strengthen the kinds of communities in which we can thrive, where we can engage in professional development that allows us to reflect on our own biases, and where we can observe and learn from each other.\"\u003c/p>\u003c/blockquote>\n\u003cp>As a coach, Aguilar is action oriented. She wanted to give educators things they can do, habits they can form to boost their resilience. The current research isn’t framed that way; it describes dispositions, which are more like attitudes or ways of being. Resilient people tend towards optimism, for example, and they’re curious and courageous.\u003c/p>\n\u003cp>Aguilar has taken that research and developed a sequence of reflections and activities that teachers can do throughout the year to build habits that cultivate a resilient disposition. She thinks they will be most powerful if educators do them together.\u003c/p>\n\u003cp>\u003cstrong>1. Know Yourself\u003c/strong>\u003c/p>\n\u003cp>“You’d need to do this in the summer when you have a bit of a break,” Aguilar said. She recommends June, when school has ended and teachers have had a little time to recover. In June many educators are reflecting on the end of the year anyway, so why not go a bit deeper to think through the values, socio-political identity, strengths and personality traits that define each of us?\u003c/p>\n\u003cp>In Onward, Aguilar writes: “Self-knowledge helps us to be more confident about our actions and clear on our decisions. It’s what enables us to show up in a way we want to show up.”\u003c/p>\n\u003cp>This is foundational work. Everything else depends on self-knowledge because so much of how one reacts to a situation is rooted in experience, context, identity and perception.\u003c/p>\n\u003cp>\u003cstrong>2. Emotions\u003c/strong>\u003c/p>\n\u003cp>There’s been an increased focus on \u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\" target=\"_blank\" rel=\"noopener\">social and emotional learning for kids in classrooms\u003c/a>, but much less attention is paid to helping teachers manage the array of emotions that come up over the course of a school day. Just because teachers are adults doesn’t mean they’ve had practice recognizing, \u003ca href=\"https://www.kqed.org/mindshift/52946/angry-how-naming-and-understanding-the-different-kinds-of-anger-can-help\" target=\"_blank\" rel=\"noopener\">naming and reckoning with their emotions\u003c/a>.\u003c/p>\n\u003cp>“Embedded within emotional resilience is emotional intelligence,” Aguilar said. “And I find so many adults have never had an opportunity to really learn about emotions.”\u003c/p>\n\u003cp>In the\u003ca href=\"https://www.wiley.com/en-us/The+Onward+Workbook%3A+Daily+Activities+to+Cultivate+Your+Emotional+Resilience+and+Thrive-p-9781119367277\" target=\"_blank\" rel=\"noopener\"> workbook\u003c/a> that accompanies \u003cem>Onward\u003c/em>, Aguilar offers activities that walk educators through a process of thinking through what an emotion is, how to understand their own, and offers language to talk about emotion. This is reflective work, perfect for July when teachers have a little distance from the classroom.\u003c/p>\n\u003cp>\u003cstrong>3. Tell Empowering Stories\u003c/strong>\u003c/p>\n\u003cp>“It really might be the most important habit, but you can’t practice it well without understanding your emotions, so they all connect,” Aguilar said.\u003c/p>\n\u003cp>The stories educators tell \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\" target=\"_blank\" rel=\"noopener\">dictate the experience they’ll have\u003c/a>, she said. The story could be about kids and parents that don’t value education. Or, it could be that teaching in a particular context is hard because the political and economic systems aren’t set up to support this community. “You can tell really different stories about the same thing,” Aguilar said.\u003c/p>\n\u003cp>She has found that educators often get excited about this habit: “When they realize they have the power to reframe a situation, it's actually very empowering. It can be a big relief to people.”\u003c/p>\n\u003cp>It can also open up avenues of creativity. Sometimes teachers can feel so overwhelmed that it’s difficult to see a situation in any other way than the one they’re already locked into. Aguilar has seen this time and again when coaching. She often asks teachers and leaders probing questions to shift the way they see \u003ca href=\"https://www.kqed.org/mindshift/48468/how-constraints-can-stimulate-creative-solutions\" target=\"_blank\" rel=\"noopener\">the constraints\u003c/a> and structures within which they are working.\u003c/p>\n\u003cp>“I think it’s really critical because so many educators almost can’t imagine how things could be better,” she said.\u003c/p>\n\u003cp>\u003cstrong>4. Build Community\u003c/strong>\u003c/p>\n\u003cp>Aguilar imagines this habit tied to September when school is back in session and people have energy and hope for the year ahead. “One of the visions I had when I wrote this book was that teachers would read this book together,” she said. “They’d talk about it together, and they’d do the workbook activities together.”\u003c/p>\n\u003cp>And in doing so, they’d deepen relationships with one another. Those relationships can be a \u003ca href=\"https://www.kqed.org/mindshift/47954/a-mindset-shift-to-continue-supporting-the-most-frustrating-kids\" target=\"_blank\" rel=\"noopener\">crucial source of resilience\u003c/a> when setbacks occur.\u003c/p>\n\u003cp>\u003cstrong>5. Be Here Now\u003c/strong>\u003c/p>\n\u003cp>This section draws from \u003ca href=\"https://www.kqed.org/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work\" target=\"_blank\" rel=\"noopener\">mindfulness practices\u003c/a> and their power to ground educators in the present moment. Mindfulness in schools has exploded over the past few years, especially on the West Coast where Aguilar lives. So she was surprised when readers from elsewhere in the country had never heard of it.\u003c/p>\n\u003cp>“The ability to be present in the moment allows you to be clear on what story you’re telling,” Aguilar said. “It’s really hard to tell powerful stories if you’re not able to recognize when you’re telling a story.”\u003c/p>\n\u003cp>She equates this set of strategies with October because towards the end of this month things can start to get hard for educators. It’s a time for deep breaths, \u003ca href=\"https://www.kqed.org/mindshift/53228/nine-ways-to-ensure-your-mindfulness-teaching-practice-is-trauma-informed\" target=\"_blank\" rel=\"noopener\">creating some metacognitive space before reacting\u003c/a> to students, and taking care of oneself.\u003c/p>\n\u003cp>\u003cstrong>6. Take Care of Yourself\u003c/strong>\u003c/p>\n\u003cp>November is often a hard month for teachers. The excitement from the beginning of the year has worn off, the days are getting shorter and darker, and \u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\" target=\"_blank\" rel=\"noopener\">exhaustion becomes a factor\u003c/a>. Most educators have probably heard they should take care of themselves and yet many still don’t. Aguilar uses this section to help educators interrogate why this might be.\u003c/p>\n\u003cp>“Teaching is so dominated by women and there’s so much messaging to women about self care, but they also get messages about giving to everyone else,” Aguilar said. Sometimes deep values come up about who deserves rest and what it means to prove one’s worth.\u003c/p>\n\u003cp>“It’s intended to help people untangle what’s going on,” Aguilar said.\u003cbr>\n\u003cstrong>\u003cbr>\n7. Focus on the Bright Spots\u003c/strong>\u003c/p>\n\u003cp>“This is an opportunity to focus on strengths and assets and skills and shine a light on what’s working,” Aguilar said. Again, in the heart of winter it can be easy to let a \u003ca href=\"https://www.kqed.org/mindshift/44408/how-to-get-past-negativity-bias-and-hardwire-positive-experiences\" target=\"_blank\" rel=\"noopener\">natural negativity bias\u003c/a> take over. It requires \u003ca href=\"https://www.kqed.org/mindshift/52402/changing-how-educators-see-negative-experiences-in-the-classroom\" target=\"_blank\" rel=\"noopener\">active work to push back\u003c/a> against those thoughts and create structures to notice the progress students have made and the many beautiful things happening in schools and classrooms.\u003c/p>\n\u003cp>“Resilience has a lot to do with how often we experience what is thought about as positive emotions. That is in part how we get to the thriving part of the definition, and not just the surviving,” Aguilar said.\u003c/p>\n\u003cp>It’s easy to dwell on the negative, the lesson plan gone awry, the one kid who won’t engage. But Aguilar says that unless educators actively work to refill the reserves of satisfaction, meaning and connection it’s hard to keep going.\u003c/p>\n\u003cp>\u003cstrong>8. Cultivate Compassion\u003c/strong>\u003c/p>\n\u003cp>In January it might seem like teachers would return from a vacation and feel rested, ready to jump back into the classroom with energy. That’s partly true, but Aguilar has also found that the time off can decrease people’s tolerance for stuff they have to deal with in the classroom. They’ve felt like a normal human for a few weeks and they don’t want to go back. That’s why she suggests \u003ca href=\"https://www.kqed.org/mindshift/52854/how-self-compassion-supports-academic-motivation-and-emotional-wellness\" target=\"_blank\" rel=\"noopener\">cultivating compassion for oneself, colleagues and students\u003c/a> during this time.\u003c/p>\n\u003cp>“Recognize that if you’re cultivating compassion you can have greater understanding with a student who lost their temper and did whatever they did, and you can respond differently in that moment.”\u003c/p>\n\u003cp>\u003cstrong>9. Be A Learner\u003c/strong>\u003c/p>\n\u003cp>Learning is something resilient people do. They take away a lesson from hardships they experience.\u003c/p>\n\u003cp>“One of the most useful prompts for someone when they’re in a challenging situation is to ask, is there any possibility I could learn something from this experience?” They don’t even have to know what they’re learning yet, but just asking if there’s something that will reveal itself later can make it feel possible to get through.\u003c/p>\n\u003cp>Aguilar used the example of her mother’s battle with cancer and ultimate death. In the moment, she felt horrible and couldn’t see her way out of the pain and grief she was experiencing.\u003c/p>\n\u003cp>“When I think back to that time, now I can see there were things that I learned,” Aguilar said. “But it’s definitely not a situation in which I would say that was a great gift because I learned this or that. Without question I would rather have my mother back.”\u003c/p>\n\u003cp>In those difficult moments, it helps to acknowledge and value the emotions someone is feeling. Without that acknowledgement people don’t feel heard and they can get stuck in the negative emotions.\u003c/p>\n\u003cp>\u003cstrong>10. Play and Create\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research showing that \u003ca href=\"https://www.kqed.org/mindshift/52136/five-proven-benefits-of-play\" target=\"_blank\" rel=\"noopener\">play is fundamental to learning\u003c/a> and to human nature. Yet it’s often stripped from schools. \u003ca href=\"https://www.kqed.org/mindshift/47841/how-play-is-at-the-heart-of-many-world-changing-inventions\" target=\"_blank\" rel=\"noopener\">Play also helps people to be creative\u003c/a>, deal with stress and solve problems, all qualities connected to a common disposition of resilient people -- courage.\u003cbr>\n\u003cstrong>\u003cbr>\n11. Ride the Wave of Change\u003c/strong>\u003c/p>\n\u003cp>“Springtime is when things start changing in schools,” Aguilar said. “Spring time can be really unsettling and difficult.” New initiatives are launched, hiring happens, teaching assignments change, it can be hard for teachers and deplete their energy.\u003c/p>\n\u003cp>Aguilar recommends that teachers engage with change, but think carefully about whether the change is within their sphere of influence. Making that distinction can help an educator decide where to spend their energy.\u003c/p>\n\u003cp>“We all have a finite amount of energy and we can make decisions about how and where we use it. Change gives us an opportunity to reflect on that.”\u003c/p>\n\u003cp>\u003cstrong>12 Celebrate and Appreciate\u003c/strong>\u003c/p>\n\u003cp>“We need to end the year on a note of celebration,” Aguilar said. Taking time to recognize growth and show gratitude offers a different perspective on what can be a tiring time of year. Many schools have end of year rituals to celebrate the achievements of the year, but personal rituals, as well as class rituals can also be powerful.\u003c/p>\n\u003cp>Aguilar has no illusions that teachers will pick up this book, do a few exercises, and magically become more resilient. She knows these qualities require cultivation and time, but from personal experience she also knows they work. She now has a daily gratitude practice, and she finds herself repeating over and over again the activities that help her deconstruct her thoughts and beliefs to gain a deeper understanding of her values.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She hopes that with practice and dedication teachers can increase their own resilience and regain some power over their professional experience. It’s unpleasant to feel like an actor in a system over which one has no control. But even when curriculum is mandated, testing overzealous, and students don’t want to listen, teachers are making choices. The more resilient a teacher feels, the more able they are to see those moments of choice and make the most of them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21027","mindshift_20784","mindshift_1040","mindshift_21038","mindshift_20716","mindshift_21263"],"featImg":"mindshift_53643","label":"mindshift"},"mindshift_46150":{"type":"posts","id":"mindshift_46150","meta":{"index":"posts_1591205157","site":"mindshift","id":"46150","score":null,"sort":[1471651993000]},"guestAuthors":[],"slug":"why-teachers-say-practicing-mindfulness-is-transforming-the-work","title":"Why Teachers Say Practicing Mindfulness Is Transforming The Work","publishDate":1471651993,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Garrison Institute looks a little like Hogwarts. The retreat center is housed in a former monastery amid tranquil green hills overlooking the Hudson River, 60 miles north and a world away from New York City.\u003c/p>\n\u003cp>Inside the airy chapel on a recent summer afternoon, about 35 educators from the U.S. and at least five foreign countries are seated quietly, shoes off.\u003c/p>\n\u003cp>\"Just notice your breath, the sensation of your air coming in, going out,\" says Christa Turksma, a Dutch woman dressed all in white with silver-white hair. She's one of the co-founders of \u003ca href=\"http://www.care4teachers.com/impact/\">Cultivating Awareness and Resilience for Educators,\u003c/a> or CARE for Teachers.\u003c/p>\n\u003cp>For the past nine years at this annual five-day summer retreat, and now within schools, CARE for Teachers teaches what's called mindfulness: calming the body and mind through breathing and movement, and using insights from psychology to better regulate your emotions.\u003c/p>\n\u003cp>They do a series of role-playing activities to practice listening and conducting difficult conversations with a boss, fellow teacher, parent or student. It's the first mindfulness program to be partially funded by the U.S. Department of Education — and aimed at teachers, not directly at students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teaching is inherently a stressful occupation, and by many accounts, it's getting more so. Students bring the effects of poverty and trauma into the classroom. Administrators lay on the pressure to meet ever-changing standards. In the last few years, teacher job satisfaction\u003ca href=\"http://www.newsweek.com/why-has-teacher-morale-plummeted-321447\"> has reportedly plummeted to a 25-year low\u003c/a>, and turnover is high — \u003ca href=\"http://all4ed.org/press/teacher-attrition-costs-united-states-up-to-2-2-billion-annually-says-new-alliance-report/\">almost 50 percent for new teachers\u003c/a>.\u003c/p>\n\u003cp>Patricia Jennings isn't necessarily out to change all these factors. Instead, she aims to help teachers become the change they wish to see in the world.\u003c/p>\n\u003cp>Jennings is the second co-founder of CARE (Richard Brown is the third). She has gray hair cut straight across in bangs and a beatific smile. Jennings had a difficult childhood; she was orphaned at age 14 when her mother committed suicide.\u003c/p>\n\u003cp>Then, as a college student in 1970s Arizona, she discovered Zen meditation. \"I started realizing that a lot of the suffering and anxiety I was feeling — that those thoughts were not me,\" she says. \"That was a huge revelation, to go oh, this feeling of dread is a result of this experience, but it's not who I am and I can let those thoughts go.\"\u003c/p>\n\u003cp>Jennings studied at the Buddhist \u003ca href=\"https://www.naropa.edu/\">Naropa University\u003c/a> in Boulder, Colo. She earned a degree in psychology and a teaching degree, then founded a Montessori school where she taught kids meditation as early as 1980.\u003c/p>\n\u003cp>In the classroom for over two decades, she also used mindfulness techniques moment-to-moment, whether to smooth transitions between activities or when figuring out what was really going on with a student who was acting up. Later, she took a position teaching teachers, and realized that other teachers could benefit from these tools as well.\u003c/p>\n\u003cp>Jennings is now an associate professor of psychology at the University of Virginia, where she conducts research on the CARE for Teachers program.\u003c/p>\n\u003cp>In a \u003ca href=\"https://news.virginia.edu/content/curry-study-reducing-teachers-stress-leads-higher-quality-classrooms\">soon-to-be published study\u003c/a>, Jennings and her co-authors provided an extended version of CARE training to 224 teachers in high-poverty schools in New York City, with several two-day sessions spaced over the course of a year. The participants reported that their anxiety, depression, feelings of burnout, being rushed and perceived stress all went down compared with a control group. Their sleep improved, and the teachers said they felt less judgmental.\u003c/p>\n\u003cp>Even more interesting effects came from classroom observations. When teachers were more mindful, \"yelling went down,\" says Jennings. Classrooms were rated more emotionally positive and productive. Students were more engaged.\u003c/p>\n\u003cp>Among the students who rated lower on social skills at the outset of the study — presumably some of the most vulnerable — reading scores also improved. Again, these effects came from working with the teachers, not directly with the students.\u003c/p>\n\u003cp>Bonnie Kirkwood and Michele Coyle-Hughes work at P.S. 279 in the Bronx. Their school participated in the study over the 2014-2015 school year, and they spent the school year that just ended helping teach the techniques to their colleagues.\u003c/p>\n\u003cp>They are back at the CARE For Teachers retreat to figure out how to spread it further. As part of the student support staff, \"I deal with teachers in crisis,\" says Coyle-Hughes. \"I can see that they need more tools.\"\u003c/p>\n\u003cp>About a third of the students in their K-8 school come from homeless shelters. A large percentage have incarcerated parents or are in foster care. Most are English language learners, including a refugee population.\u003c/p>\n\u003cp>\"Our kids gravitate to our building because they want structure and routine,\" says Coyle-Hughes. Kirkwood, a reading specialist, says the CARE techniques have improved her relationships with students and colleagues. \"I'm learning to let go and let God,\" she says.\u003c/p>\n\u003cp>(Although the practices taught in CARE draw on many different traditions, Jennings makes clear that the program is entirely secular and suitable for public schools. For example, they use the term \"mindful awareness practices\" rather than \"meditation.\")\u003c/p>\n\u003cp>Like Coyle-Hughes and Kirkwood, Nicole Willheimer has also agreed to help facilitate CARE training for her colleagues, at P.S. 140 in the Bronx. Jennings and Turksma are trying out this expansion this year, called CARE Coordinators, with the idea that these techniques will best spread from colleague to colleague, not as a top-down push from administrations.\u003c/p>\n\u003cp>Willheimer says the program has helped her be more attuned to her students. For example, rather than be set off by a kid who is tapping on a desk, she can recognize if he or she is trying to cope with attention difficulties. And like other teachers, she says CARE has been most helpful in dealing with her bosses, not just with students.\u003c/p>\n\u003cp>\"When administrators call you, you never know what they want. It could be a parent is upset with you, or you forgot something,\" she says. \"I used to rush to meetings, grab a seat, and jump in. Now, I practice mindful walking. I think about where I'm going. When I arrive, I'm not revved up. I'm able to receive criticism or conversation without being triggered.\"\u003c/p>\n\u003cp>In the training, CARE participants talk a lot about \"triggers\" and \"scripts\" and being \"reactive.\" Past experiences may shape your perception of a situation, and bring on too-strong or inappropriate emotions. If you are \"reactive,\" you'll succumb to those emotions, following the unconscious script in your head. If you are \"reflective,\" you'll be able to pause and get a more accurate read on the situation.\u003c/p>\n\u003cp>In one session Jennings tells a story recounted in her book, \u003cem>Mindfulness for Teachers,\u003c/em> of a previous CARE participant who was immensely bothered by a 7-year-old student who was late every day and disrupted the whole class with laughter. On reflection, the teacher remembered that in her own family, there had been severe punishments for being late. She sat down and talked to the girl and learned she was the daughter of a single mother who worked nights, so the little girl was responsible for getting herself to school every morning. And her giggling wasn't intended to be disrespectful — it came from embarrassment.\u003c/p>\n\u003cp>After a lunch of beet salad, quinoa and garden greens, the teachers disperse outside for a walking exercise and paired discussions. Here amid the wildflowers and butterflies, it's easy to feel tranquil.\u003c/p>\n\u003cp>But in a few short weeks a new school year will be starting. \"I can feel my heart start to race when I think about September getting closer,\" one teacher says in a session. \"In September there is NO space. If you were walking into an inner-city urban school this September, what two CARE practices would you bring?\" she asks Jennings.\u003c/p>\n\u003cp>Jennings replies that she has an empirical answer, from the forthcoming study, where they asked all the teachers the same question. Their top answer was simply stopping yourself, whenever needed, to take three deep breaths.\u003c/p>\n\u003cp>And the second answer was cultivating a daily practice in breathing, mindful walking, yoga or other relaxation discipline. \"That helps you remember to take the three breaths when you need it!\"\u003c/p>\n\u003cp>\u003cstrong>CARE TECHNIQUES TO TRY IN THE CLASSROOM\u003c/strong>\u003cbr>\n\u003cem>Mindfulness for students and teachers\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. Calmer Transitions\u003c/strong>\u003c/p>\n\u003cp>When it's time to move on to lunch or PE, get students to take three deep breaths and then listen to the sound of a bell. Have students listen quietly until the sound fades away before moving on.\u003c/p>\n\u003cp>\u003cstrong>2. Take 5\u003c/strong>\u003c/p>\n\u003cp>Suggested by a CARE participant. For children too young or too restless to do regular meditation. Have them sit and quietly take note of five things they can see; then shut their eyes and count five things they can hear; then notice five things they are touching.\u003c/p>\n\u003cp>\u003cstrong>3. Quiet Corner Or Peace Corner\u003cbr>\n\u003c/strong>\u003cbr>\nDescribed in Montessori and the Inner Resilience program. Set up a space in the classroom where children can go to deal with difficult emotions. It might have pillows and be stocked with stuffed animals, calming books or smooth stones. It should be inviting, not feel like a punishment.\u003c/p>\n\u003cp>\u003cstrong>4. Mindful Walking And Centering\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For teachers, who are always on their feet: When standing, focus on the sensation of the weight on the feet and the pressure of the feet on the floor. When walking, maintain the awareness of weight shifting from one foot to the other.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Teachers+Take+A+Breath%2C+Students+Can+Bloom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"An evidence-based program teaches mindfulness to educators. Research suggests it can reduce their stress and improve their teaching.","status":"publish","parent":0,"modified":1471652143,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1602},"headData":{"title":"Why Teachers Say Practicing Mindfulness Is Transforming The Work | KQED","description":"An evidence-based program teaches mindfulness to educators. Research suggests it can reduce their stress and improve their teaching.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46150 http://ww2.kqed.org/mindshift/?p=46150","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/19/why-teachers-say-practicing-mindfulness-is-transforming-the-work/","disqusTitle":"Why Teachers Say Practicing Mindfulness Is Transforming The Work","nprByline":"Anya Kamenetz","nprImageAgency":"Vivian Shih for NPR","nprStoryId":"488866975","nprApiLink":"http://api.npr.org/query?id=488866975&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/08/19/488866975/when-teachers-take-a-breath-students-can-bloom?ft=nprml&f=488866975","nprRetrievedStory":"1","nprPubDate":"Fri, 19 Aug 2016 11:56:00 -0400","nprStoryDate":"Fri, 19 Aug 2016 06:00:00 -0400","nprLastModifiedDate":"Fri, 19 Aug 2016 11:56:48 -0400","path":"/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Garrison Institute looks a little like Hogwarts. The retreat center is housed in a former monastery amid tranquil green hills overlooking the Hudson River, 60 miles north and a world away from New York City.\u003c/p>\n\u003cp>Inside the airy chapel on a recent summer afternoon, about 35 educators from the U.S. and at least five foreign countries are seated quietly, shoes off.\u003c/p>\n\u003cp>\"Just notice your breath, the sensation of your air coming in, going out,\" says Christa Turksma, a Dutch woman dressed all in white with silver-white hair. She's one of the co-founders of \u003ca href=\"http://www.care4teachers.com/impact/\">Cultivating Awareness and Resilience for Educators,\u003c/a> or CARE for Teachers.\u003c/p>\n\u003cp>For the past nine years at this annual five-day summer retreat, and now within schools, CARE for Teachers teaches what's called mindfulness: calming the body and mind through breathing and movement, and using insights from psychology to better regulate your emotions.\u003c/p>\n\u003cp>They do a series of role-playing activities to practice listening and conducting difficult conversations with a boss, fellow teacher, parent or student. It's the first mindfulness program to be partially funded by the U.S. Department of Education — and aimed at teachers, not directly at students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teaching is inherently a stressful occupation, and by many accounts, it's getting more so. Students bring the effects of poverty and trauma into the classroom. Administrators lay on the pressure to meet ever-changing standards. In the last few years, teacher job satisfaction\u003ca href=\"http://www.newsweek.com/why-has-teacher-morale-plummeted-321447\"> has reportedly plummeted to a 25-year low\u003c/a>, and turnover is high — \u003ca href=\"http://all4ed.org/press/teacher-attrition-costs-united-states-up-to-2-2-billion-annually-says-new-alliance-report/\">almost 50 percent for new teachers\u003c/a>.\u003c/p>\n\u003cp>Patricia Jennings isn't necessarily out to change all these factors. Instead, she aims to help teachers become the change they wish to see in the world.\u003c/p>\n\u003cp>Jennings is the second co-founder of CARE (Richard Brown is the third). She has gray hair cut straight across in bangs and a beatific smile. Jennings had a difficult childhood; she was orphaned at age 14 when her mother committed suicide.\u003c/p>\n\u003cp>Then, as a college student in 1970s Arizona, she discovered Zen meditation. \"I started realizing that a lot of the suffering and anxiety I was feeling — that those thoughts were not me,\" she says. \"That was a huge revelation, to go oh, this feeling of dread is a result of this experience, but it's not who I am and I can let those thoughts go.\"\u003c/p>\n\u003cp>Jennings studied at the Buddhist \u003ca href=\"https://www.naropa.edu/\">Naropa University\u003c/a> in Boulder, Colo. She earned a degree in psychology and a teaching degree, then founded a Montessori school where she taught kids meditation as early as 1980.\u003c/p>\n\u003cp>In the classroom for over two decades, she also used mindfulness techniques moment-to-moment, whether to smooth transitions between activities or when figuring out what was really going on with a student who was acting up. Later, she took a position teaching teachers, and realized that other teachers could benefit from these tools as well.\u003c/p>\n\u003cp>Jennings is now an associate professor of psychology at the University of Virginia, where she conducts research on the CARE for Teachers program.\u003c/p>\n\u003cp>In a \u003ca href=\"https://news.virginia.edu/content/curry-study-reducing-teachers-stress-leads-higher-quality-classrooms\">soon-to-be published study\u003c/a>, Jennings and her co-authors provided an extended version of CARE training to 224 teachers in high-poverty schools in New York City, with several two-day sessions spaced over the course of a year. The participants reported that their anxiety, depression, feelings of burnout, being rushed and perceived stress all went down compared with a control group. Their sleep improved, and the teachers said they felt less judgmental.\u003c/p>\n\u003cp>Even more interesting effects came from classroom observations. When teachers were more mindful, \"yelling went down,\" says Jennings. Classrooms were rated more emotionally positive and productive. Students were more engaged.\u003c/p>\n\u003cp>Among the students who rated lower on social skills at the outset of the study — presumably some of the most vulnerable — reading scores also improved. Again, these effects came from working with the teachers, not directly with the students.\u003c/p>\n\u003cp>Bonnie Kirkwood and Michele Coyle-Hughes work at P.S. 279 in the Bronx. Their school participated in the study over the 2014-2015 school year, and they spent the school year that just ended helping teach the techniques to their colleagues.\u003c/p>\n\u003cp>They are back at the CARE For Teachers retreat to figure out how to spread it further. As part of the student support staff, \"I deal with teachers in crisis,\" says Coyle-Hughes. \"I can see that they need more tools.\"\u003c/p>\n\u003cp>About a third of the students in their K-8 school come from homeless shelters. A large percentage have incarcerated parents or are in foster care. Most are English language learners, including a refugee population.\u003c/p>\n\u003cp>\"Our kids gravitate to our building because they want structure and routine,\" says Coyle-Hughes. Kirkwood, a reading specialist, says the CARE techniques have improved her relationships with students and colleagues. \"I'm learning to let go and let God,\" she says.\u003c/p>\n\u003cp>(Although the practices taught in CARE draw on many different traditions, Jennings makes clear that the program is entirely secular and suitable for public schools. For example, they use the term \"mindful awareness practices\" rather than \"meditation.\")\u003c/p>\n\u003cp>Like Coyle-Hughes and Kirkwood, Nicole Willheimer has also agreed to help facilitate CARE training for her colleagues, at P.S. 140 in the Bronx. Jennings and Turksma are trying out this expansion this year, called CARE Coordinators, with the idea that these techniques will best spread from colleague to colleague, not as a top-down push from administrations.\u003c/p>\n\u003cp>Willheimer says the program has helped her be more attuned to her students. For example, rather than be set off by a kid who is tapping on a desk, she can recognize if he or she is trying to cope with attention difficulties. And like other teachers, she says CARE has been most helpful in dealing with her bosses, not just with students.\u003c/p>\n\u003cp>\"When administrators call you, you never know what they want. It could be a parent is upset with you, or you forgot something,\" she says. \"I used to rush to meetings, grab a seat, and jump in. Now, I practice mindful walking. I think about where I'm going. When I arrive, I'm not revved up. I'm able to receive criticism or conversation without being triggered.\"\u003c/p>\n\u003cp>In the training, CARE participants talk a lot about \"triggers\" and \"scripts\" and being \"reactive.\" Past experiences may shape your perception of a situation, and bring on too-strong or inappropriate emotions. If you are \"reactive,\" you'll succumb to those emotions, following the unconscious script in your head. If you are \"reflective,\" you'll be able to pause and get a more accurate read on the situation.\u003c/p>\n\u003cp>In one session Jennings tells a story recounted in her book, \u003cem>Mindfulness for Teachers,\u003c/em> of a previous CARE participant who was immensely bothered by a 7-year-old student who was late every day and disrupted the whole class with laughter. On reflection, the teacher remembered that in her own family, there had been severe punishments for being late. She sat down and talked to the girl and learned she was the daughter of a single mother who worked nights, so the little girl was responsible for getting herself to school every morning. And her giggling wasn't intended to be disrespectful — it came from embarrassment.\u003c/p>\n\u003cp>After a lunch of beet salad, quinoa and garden greens, the teachers disperse outside for a walking exercise and paired discussions. Here amid the wildflowers and butterflies, it's easy to feel tranquil.\u003c/p>\n\u003cp>But in a few short weeks a new school year will be starting. \"I can feel my heart start to race when I think about September getting closer,\" one teacher says in a session. \"In September there is NO space. If you were walking into an inner-city urban school this September, what two CARE practices would you bring?\" she asks Jennings.\u003c/p>\n\u003cp>Jennings replies that she has an empirical answer, from the forthcoming study, where they asked all the teachers the same question. Their top answer was simply stopping yourself, whenever needed, to take three deep breaths.\u003c/p>\n\u003cp>And the second answer was cultivating a daily practice in breathing, mindful walking, yoga or other relaxation discipline. \"That helps you remember to take the three breaths when you need it!\"\u003c/p>\n\u003cp>\u003cstrong>CARE TECHNIQUES TO TRY IN THE CLASSROOM\u003c/strong>\u003cbr>\n\u003cem>Mindfulness for students and teachers\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. Calmer Transitions\u003c/strong>\u003c/p>\n\u003cp>When it's time to move on to lunch or PE, get students to take three deep breaths and then listen to the sound of a bell. Have students listen quietly until the sound fades away before moving on.\u003c/p>\n\u003cp>\u003cstrong>2. Take 5\u003c/strong>\u003c/p>\n\u003cp>Suggested by a CARE participant. For children too young or too restless to do regular meditation. Have them sit and quietly take note of five things they can see; then shut their eyes and count five things they can hear; then notice five things they are touching.\u003c/p>\n\u003cp>\u003cstrong>3. Quiet Corner Or Peace Corner\u003cbr>\n\u003c/strong>\u003cbr>\nDescribed in Montessori and the Inner Resilience program. Set up a space in the classroom where children can go to deal with difficult emotions. It might have pillows and be stocked with stuffed animals, calming books or smooth stones. It should be inviting, not feel like a punishment.\u003c/p>\n\u003cp>\u003cstrong>4. Mindful Walking And Centering\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For teachers, who are always on their feet: When standing, focus on the sensation of the weight on the feet and the pressure of the feet on the floor. When walking, maintain the awareness of weight shifting from one foot to the other.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Teachers+Take+A+Breath%2C+Students+Can+Bloom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work","authors":["byline_mindshift_46150"],"categories":["mindshift_193"],"tags":["mindshift_21027","mindshift_20784","mindshift_1040","mindshift_841","mindshift_20716"],"featImg":"mindshift_46151","label":"mindshift"},"mindshift_42572":{"type":"posts","id":"mindshift_42572","meta":{"index":"posts_1591205157","site":"mindshift","id":"42572","score":null,"sort":[1446015891000]},"guestAuthors":[],"slug":"stressed-out-what-can-teachers-do-about-it","title":"Stressed Out! What Can Teachers Do About It?","publishDate":1446015891,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Marcy Rosner started her career as a college counselor, but decided to switch to teaching when she realized her favorite part of the job was working with students. She lives in Oakland and teaches U.S. and world history to 10\u003csup>th-\u003c/sup>graders at a nearby charter school. Now in her fourth year as a teacher, she appreciates how much she didn’t understand about the work.\u003c/p>\n\u003cp>“Teaching is infinitely more difficult than I pictured,” she said.\u003c/p>\n\u003cp>The challenges most teachers encounter are well known. In exchange for modest pay and marginal status, teachers are expected to inspire a love of learning among their students, introduce exciting new technologies and be attentive to distinctive learning and emotional styles -- while somehow carrying out state and federal educational standards, managing behavior problems and keeping standardized test scores respectable.\u003c/p>\n\u003cp>For Rosner, these and other pressures interfered with her ability to teach effectively. Tension between veteran and new teachers insinuated itself into the classrooms. Though the charter management organization that ran her school encouraged flexibility, it lacked the resources to transform her classroom environment, which Rosner called “oppressive” for students and for teachers. And delivering daily lectures to squirrelly 15-year-olds triggered performance anxiety.\u003c/p>\n\u003cp>“So much is expected of me, I have to perform in front of 30 10\u003csup>th-\u003c/sup>graders,” Rosner said. “Sometimes I don’t feel prepared to do that.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A \u003ca href=\"https://www.washingtonpost.com/blogs/answer-sheet/wp/2013/02/21/u-s-teachers-job-satisfaction-craters-report/\">2013 survey\u003c/a> of teachers conducted by MetLife suggests that many educators share Rosner’s strain. Fifty-one percent of teachers surveyed admitted to feeling “great stress” during the school week, up from 36 percent in 1985. But emotional support systems in schools are lacking, according to the \u003ca href=\"http://www.srcd.org/sites/default/files/documents/spr_264_final_2.pdf\">Society for Research in Child Development\u003c/a>, and scant professional training addresses teachers’ chronic stress.\u003c/p>\n\u003cp>While teachers’ emotional discomfort is damaging enough for them, it also, some research shows, has an impact on student learning. A \u003ca href=\"http://www.sciencedaily.com/releases/2015/02/150211084106.htm\">small study\u003c/a> conducted by Lieny Jeon and others at Ohio State University in 2014 found that unhappy teachers were more apt to have students -- in this case 3-year-olds — with behavior problems. Researchers at Arizona State University studying the effects of teacher depression on 523 third-grade students found that children who were weakest academically \u003ca href=\"https://clas.asu.edu/asu-study-finds-teacher-depression-affects-students-math-skills\">suffered most\u003c/a> from a distant or dejected teacher, especially in math.\u003c/p>\n\u003cp>In the absence of institutional support, teachers have come up with their own ways of reducing the unease that often comes with their jobs.\u003c/p>\n\u003cp>\u003cstrong>Getting back to first principles\u003cbr>\n\u003c/strong>When Rosner feels especially wound up about her work, she reminds herself why she wanted to teach. Rather than dwell on office politics or what’s missing in the school, she consciously thinks about her students. “Lots of teachers focus on the injustice of something, or the failure of the administration, instead of how we’re going to prepare our students for college,” she said. “It’s really easy to forget why we went into teaching.\" Clearing her mind of petty distractions and concentrating on the students helps Rosner remain centered.\u003c/p>\n\u003cp>\u003cstrong>Building relationships with the students\u003cbr>\n\u003c/strong>Last year 600 teachers in Houston took part in an innovative menu of programs designed to help them understand and improve their relationships with students. \u003ca href=\"http://fueledschools.com/wordpress/\">FuelEd\u003c/a>, founded by Megan Marcus three years ago, partners with schools to help teachers build these connections.\u003c/p>\n\u003cp>“Learning happens through relationships,” Marcus said, yet teachers aren’t taught how to foster those personal bonds that allow for connection and genuine learning. Job stresses, the Type A personality many teachers bring to class, and the lack of professional training in identifying and responding to personal triggers also interfere, Marcus said. To correct that imbalance, FuelEd offers workshops on active listening, emotional intelligence and communication skills, and provides one-on-one counseling sessions to teachers.\u003c/p>\n\u003cp>Rosner said that paying close attention to student -- and parent -- relationships made a difference in her class. “I call parents all the time,” she said. “My students know that I have a relationship with their parents, so there’s a sense of accountability.\" Rosner strives to build a community with the students and their parents, so that the kids understand that they matter, and that grownups are paying attention. One problem with this approach? “It’s a lot of work,” she said.\u003c/p>\n\u003cp>\u003cstrong>Take part in teacher wellness programs\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.psyc.jmu.edu/gradpsyc/people/kipps-vaughan.html\">Deborah Kipps-Vaughan\u003c/a>, associate professor of psychology at James Madison University, began offering wellness training for teachers when a school superintendent asked her why teachers in the district seemed so miserable and upset. She had seen for herself an uptick in teachers’ anxiety, beginning when standardized testing and evaluations began to take over the classroom. “Teachers experience a lack of sense of ownership of their classrooms, and being part of a standardized system,” she said.\u003c/p>\n\u003cp>In response, she created a program at an elementary school that focuses on teachers’ common challenges: working with difficult parents, handling conflicts, and developing communication and problem-solving strategies. Teachers are divided into small groups and are encouraged to reframe how they interpret their mistakes and to develop healthy coping mechanisms, like exercise or yoga. The group discussions alone reduce stress, Kipps-Vaughan said, because most participants take comfort in the universality of their difficulties.\u003c/p>\n\u003cp>Since then, Kipps-Vaughan has developed wellness programs for 10 other schools and has presented the program nationally; she shares it freely with interested schools. Kipps-Vaughan believes schools should make stress reduction a priority for teachers. “The purpose of teaching is instruction,” she said. “That gets put aside if people are suffering.\"\u003c/p>\n\u003cp>\u003cstrong>Using technology to connect with other teachers\u003cbr>\n\u003c/strong>What lifted the cloud for Alexa Schlechter, then an English teacher at Norwalk High School in Connecticut, was engaging with other teachers online. She started by reading teachers’ blogs, first soaking up their ideas and then reaching out to ask questions. Schlechter was reluctant at first to dive into social media, but gave in when a colleague promised that using Twitter would be the best move for her career and her sanity.\u003c/p>\n\u003cp>“It was a moment in my professional life that really changed everything for me,” she said.\u003c/p>\n\u003cp>Schlechter found a huge community of educators on Twitter with whom she could ask questions and share problems. One popular Twitter feed, \u003ca href=\"https://twitter.com/BFC530?lang=en\">#BFC530\u003c/a> -- for Breakfast Club, 5:30 -- invites teachers to “chat” for a few minutes before the day begins about one education-related question. “Once I connected with like-minded and supportive teachers who had amazing ideas -- I stopped feeling so isolated,” Schlechter said.\u003c/p>\n\u003cp>\u003cstrong>Focusing on preparation\u003cbr>\n\u003c/strong>What happens before, between and after classes can be as challenging for teachers as anything that happens within the school room. “You’re your own secretary, your own supply manager and sometimes your own supervisor,” said Heather Lukeman, who has been teaching chemistry to high school kids for 12 years. “What happens in class is the least stressful part of the day,” she added. Being prepared and organized shrinks stress, she said, and allows her to concentrate more fully on the students while in class. For Rosner, disciplined preparation serves a similar purpose. When she’s confident that her lesson is rich and thorough, her performance anxiety wanes.\u003c/p>\n\u003cp>\u003cstrong>Switching schools\u003cbr>\n\u003c/strong>If administrators are rigid and unsympathetic, standardized testing mandates too onerous and the workload unbearable, some teachers look for relief in other schools. “How did I manage the stress?” asks Eleanor Lear, who taught English to hundreds of public high school kids in Summit, New Jersey, and Hood River, Oregon, before switching to private schools. “Poorly. I drank a lot of wine. I lowered my professional standards. And then I left the public school arena,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Now, she teaches fewer students at a private school and works part time.\u003c/p>\n\n","blocks":[],"excerpt":"Educators are finding ways to deal with stress by developing social and emotional tools for families and connecting with other teachers on Twitter chats. ","status":"publish","parent":0,"modified":1446043268,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1338},"headData":{"title":"Stressed Out! What Can Teachers Do About It? | KQED","description":"Educators are finding ways to deal with stress by developing social and emotional tools for families and connecting with other teachers on Twitter chats. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42572 http://ww2.kqed.org/mindshift/?p=42572","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/28/stressed-out-what-can-teachers-do-about-it/","disqusTitle":"Stressed Out! What Can Teachers Do About It?","path":"/mindshift/42572/stressed-out-what-can-teachers-do-about-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marcy Rosner started her career as a college counselor, but decided to switch to teaching when she realized her favorite part of the job was working with students. She lives in Oakland and teaches U.S. and world history to 10\u003csup>th-\u003c/sup>graders at a nearby charter school. Now in her fourth year as a teacher, she appreciates how much she didn’t understand about the work.\u003c/p>\n\u003cp>“Teaching is infinitely more difficult than I pictured,” she said.\u003c/p>\n\u003cp>The challenges most teachers encounter are well known. In exchange for modest pay and marginal status, teachers are expected to inspire a love of learning among their students, introduce exciting new technologies and be attentive to distinctive learning and emotional styles -- while somehow carrying out state and federal educational standards, managing behavior problems and keeping standardized test scores respectable.\u003c/p>\n\u003cp>For Rosner, these and other pressures interfered with her ability to teach effectively. Tension between veteran and new teachers insinuated itself into the classrooms. Though the charter management organization that ran her school encouraged flexibility, it lacked the resources to transform her classroom environment, which Rosner called “oppressive” for students and for teachers. And delivering daily lectures to squirrelly 15-year-olds triggered performance anxiety.\u003c/p>\n\u003cp>“So much is expected of me, I have to perform in front of 30 10\u003csup>th-\u003c/sup>graders,” Rosner said. “Sometimes I don’t feel prepared to do that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A \u003ca href=\"https://www.washingtonpost.com/blogs/answer-sheet/wp/2013/02/21/u-s-teachers-job-satisfaction-craters-report/\">2013 survey\u003c/a> of teachers conducted by MetLife suggests that many educators share Rosner’s strain. Fifty-one percent of teachers surveyed admitted to feeling “great stress” during the school week, up from 36 percent in 1985. But emotional support systems in schools are lacking, according to the \u003ca href=\"http://www.srcd.org/sites/default/files/documents/spr_264_final_2.pdf\">Society for Research in Child Development\u003c/a>, and scant professional training addresses teachers’ chronic stress.\u003c/p>\n\u003cp>While teachers’ emotional discomfort is damaging enough for them, it also, some research shows, has an impact on student learning. A \u003ca href=\"http://www.sciencedaily.com/releases/2015/02/150211084106.htm\">small study\u003c/a> conducted by Lieny Jeon and others at Ohio State University in 2014 found that unhappy teachers were more apt to have students -- in this case 3-year-olds — with behavior problems. Researchers at Arizona State University studying the effects of teacher depression on 523 third-grade students found that children who were weakest academically \u003ca href=\"https://clas.asu.edu/asu-study-finds-teacher-depression-affects-students-math-skills\">suffered most\u003c/a> from a distant or dejected teacher, especially in math.\u003c/p>\n\u003cp>In the absence of institutional support, teachers have come up with their own ways of reducing the unease that often comes with their jobs.\u003c/p>\n\u003cp>\u003cstrong>Getting back to first principles\u003cbr>\n\u003c/strong>When Rosner feels especially wound up about her work, she reminds herself why she wanted to teach. Rather than dwell on office politics or what’s missing in the school, she consciously thinks about her students. “Lots of teachers focus on the injustice of something, or the failure of the administration, instead of how we’re going to prepare our students for college,” she said. “It’s really easy to forget why we went into teaching.\" Clearing her mind of petty distractions and concentrating on the students helps Rosner remain centered.\u003c/p>\n\u003cp>\u003cstrong>Building relationships with the students\u003cbr>\n\u003c/strong>Last year 600 teachers in Houston took part in an innovative menu of programs designed to help them understand and improve their relationships with students. \u003ca href=\"http://fueledschools.com/wordpress/\">FuelEd\u003c/a>, founded by Megan Marcus three years ago, partners with schools to help teachers build these connections.\u003c/p>\n\u003cp>“Learning happens through relationships,” Marcus said, yet teachers aren’t taught how to foster those personal bonds that allow for connection and genuine learning. Job stresses, the Type A personality many teachers bring to class, and the lack of professional training in identifying and responding to personal triggers also interfere, Marcus said. To correct that imbalance, FuelEd offers workshops on active listening, emotional intelligence and communication skills, and provides one-on-one counseling sessions to teachers.\u003c/p>\n\u003cp>Rosner said that paying close attention to student -- and parent -- relationships made a difference in her class. “I call parents all the time,” she said. “My students know that I have a relationship with their parents, so there’s a sense of accountability.\" Rosner strives to build a community with the students and their parents, so that the kids understand that they matter, and that grownups are paying attention. One problem with this approach? “It’s a lot of work,” she said.\u003c/p>\n\u003cp>\u003cstrong>Take part in teacher wellness programs\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.psyc.jmu.edu/gradpsyc/people/kipps-vaughan.html\">Deborah Kipps-Vaughan\u003c/a>, associate professor of psychology at James Madison University, began offering wellness training for teachers when a school superintendent asked her why teachers in the district seemed so miserable and upset. She had seen for herself an uptick in teachers’ anxiety, beginning when standardized testing and evaluations began to take over the classroom. “Teachers experience a lack of sense of ownership of their classrooms, and being part of a standardized system,” she said.\u003c/p>\n\u003cp>In response, she created a program at an elementary school that focuses on teachers’ common challenges: working with difficult parents, handling conflicts, and developing communication and problem-solving strategies. Teachers are divided into small groups and are encouraged to reframe how they interpret their mistakes and to develop healthy coping mechanisms, like exercise or yoga. The group discussions alone reduce stress, Kipps-Vaughan said, because most participants take comfort in the universality of their difficulties.\u003c/p>\n\u003cp>Since then, Kipps-Vaughan has developed wellness programs for 10 other schools and has presented the program nationally; she shares it freely with interested schools. Kipps-Vaughan believes schools should make stress reduction a priority for teachers. “The purpose of teaching is instruction,” she said. “That gets put aside if people are suffering.\"\u003c/p>\n\u003cp>\u003cstrong>Using technology to connect with other teachers\u003cbr>\n\u003c/strong>What lifted the cloud for Alexa Schlechter, then an English teacher at Norwalk High School in Connecticut, was engaging with other teachers online. She started by reading teachers’ blogs, first soaking up their ideas and then reaching out to ask questions. Schlechter was reluctant at first to dive into social media, but gave in when a colleague promised that using Twitter would be the best move for her career and her sanity.\u003c/p>\n\u003cp>“It was a moment in my professional life that really changed everything for me,” she said.\u003c/p>\n\u003cp>Schlechter found a huge community of educators on Twitter with whom she could ask questions and share problems. One popular Twitter feed, \u003ca href=\"https://twitter.com/BFC530?lang=en\">#BFC530\u003c/a> -- for Breakfast Club, 5:30 -- invites teachers to “chat” for a few minutes before the day begins about one education-related question. “Once I connected with like-minded and supportive teachers who had amazing ideas -- I stopped feeling so isolated,” Schlechter said.\u003c/p>\n\u003cp>\u003cstrong>Focusing on preparation\u003cbr>\n\u003c/strong>What happens before, between and after classes can be as challenging for teachers as anything that happens within the school room. “You’re your own secretary, your own supply manager and sometimes your own supervisor,” said Heather Lukeman, who has been teaching chemistry to high school kids for 12 years. “What happens in class is the least stressful part of the day,” she added. Being prepared and organized shrinks stress, she said, and allows her to concentrate more fully on the students while in class. For Rosner, disciplined preparation serves a similar purpose. When she’s confident that her lesson is rich and thorough, her performance anxiety wanes.\u003c/p>\n\u003cp>\u003cstrong>Switching schools\u003cbr>\n\u003c/strong>If administrators are rigid and unsympathetic, standardized testing mandates too onerous and the workload unbearable, some teachers look for relief in other schools. “How did I manage the stress?” asks Eleanor Lear, who taught English to hundreds of public high school kids in Summit, New Jersey, and Hood River, Oregon, before switching to private schools. “Poorly. I drank a lot of wine. I lowered my professional standards. And then I left the public school arena,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, she teaches fewer students at a private school and works part time.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42572/stressed-out-what-can-teachers-do-about-it","authors":["4613"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_943","mindshift_20716","mindshift_394"],"featImg":"mindshift_42585","label":"mindshift"},"mindshift_36924":{"type":"posts","id":"mindshift_36924","meta":{"index":"posts_1591205157","site":"mindshift","id":"36924","score":null,"sort":[1406739050000]},"guestAuthors":[],"slug":"what-motivates-teachers","title":"What Motivates Teachers? ","publishDate":1406739050,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36948\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/teachers.jpg\">\u003cimg class=\"size-full wp-image-36948\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/teachers.jpg\" alt=\"Teachers: George Cronin, Dawn Digsby, Todd Beard, and Karen North. (Katrina Schwartz)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/teachers.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/teachers-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/teachers-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teachers: George Cronin, Dawn Digsby, Todd Beard, and Karen North. (Katrina Schwartz)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A recent Gallup poll of 170,000 Americans -- 10,000 of whom were teachers -- found that teaching is the second most satisfying profession (after medicine). Ironically, the same \u003ca href=\"http://www.gallup.com/poll/161516/teachers-love-lives-struggle-workplace.aspx\" target=\"_blank\">Gallup poll found\u003c/a> that in contrast to their overall happiness with their jobs, teachers often rate last or close to the bottom for workplace engagement and happiness.\u003c/p>\n\u003cp>“Of all the professions we studied in the U.S., teachers are the least likely to say that their opinions count and the least likely to say that their supervisor creates an open and sharing environment,” said Brandon Busteed, executive director of \u003ca href=\"http://www.gallup.com/strategicconsulting/en-us/education.aspx\" target=\"_blank\">Gallup Education\u003c/a>, at the \u003ca href=\"http://www.nytfriedmanforum.com/\" target=\"_blank\">Next New World Conference\u003c/a>.\u003c/p>\n\u003cp>This is a troubling trend at a time when schools need to continue to attract high quality educators. “If the perception in our country is that teaching is not a great profession to go into, we certainly aren’t going to be encouraging really talented young people to be thinking about the profession of teaching,” Busteed said in an interview with Stephen Smith on the \u003ca href=\"http://americanradioworks.publicradio.org/index.html\" target=\"_blank\">American RadioWorks\u003c/a> podcast.\u003c/p>\n\u003cp>That will be especially problematic as baby boomer teachers begin to retire. “What our research reveals is an important nuance that teachers rate their lives overall very highly; they love their lives,” Busteed said. “They love their work. They love what they do in terms of helping encourage young people.”\u003c/p>\n\u003cp>But they often dislike their bosses, the policies they must abide by, the tests that govern their lives and the low pay and lack of respect often shown by other adults. “It's a big opportunity to try and get this right across school systems, but also a tragedy in that all these people who otherwise would be off the charts with their performance if we could just improve their workplace environment,” Busteed said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>MindShift readers discussed openly what motivates them to keep teaching, as well as what changes they'd make to the system.\u003c/p>\n\u003cp>\"I'm motivated by the curiosity of my students,\" replied Lewis Marshall A. Elaine, in a Facebook call-out to teachers to weigh in. \"Being able to collaborate with more teachers who possess these qualities would make my job better: professionalism, positivity, and competency.\"\u003c/p>\n\u003cp>Teacher Dana Smith wrote: \"The students are my motivation: love those crazy middle-schoolers! A better salary and being able to teach without headaches and heartaches from mandatory testing, nonsensical paperwork/computer work, and crazed administrators would make my job perfect.\"\u003c/p>\n\u003cp>Vix Cee Kreidel wrote: \"I am motivated to teach because I believe that every child deserves to have someone who believes in them. I love to watch the light bulb go off in a child as their eyes light up when they have an idea or 'get' something. Teaching would be easier if I got paid more to make up for all the things I buy for my classroom. Also if we were held accountable in other ways besides the test.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We talked to educators from across the country, some at the recent \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">ISTE conference\u003c/a>, about what they love about their jobs and what they'd do to improve their work environment. Listen to their stories.\u003c/p>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159173172&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159173895&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174145&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174239&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175404&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174749&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175142&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175300&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175545&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175021&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174880&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174613&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\n","blocks":[],"excerpt":"Teachers overwhelmingly report that they love their jobs, but hate their workplaces. Teachers weigh in on why they love the classroom and how things could change to make their lives easier.","status":"publish","parent":0,"modified":1406739050,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://w.soundcloud.com/player/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":544},"headData":{"title":"What Motivates Teachers? | KQED","description":"Teachers overwhelmingly report that they love their jobs, but hate their workplaces. Teachers weigh in on why they love the classroom and how things could change to make their lives easier.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"36924 http://blogs.kqed.org/mindshift/?p=36924","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/30/what-motivates-teachers/","disqusTitle":"What Motivates Teachers? ","path":"/mindshift/36924/what-motivates-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36948\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/teachers.jpg\">\u003cimg class=\"size-full wp-image-36948\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/teachers.jpg\" alt=\"Teachers: George Cronin, Dawn Digsby, Todd Beard, and Karen North. (Katrina Schwartz)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/teachers.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/teachers-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/teachers-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teachers: George Cronin, Dawn Digsby, Todd Beard, and Karen North. (Katrina Schwartz)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A recent Gallup poll of 170,000 Americans -- 10,000 of whom were teachers -- found that teaching is the second most satisfying profession (after medicine). Ironically, the same \u003ca href=\"http://www.gallup.com/poll/161516/teachers-love-lives-struggle-workplace.aspx\" target=\"_blank\">Gallup poll found\u003c/a> that in contrast to their overall happiness with their jobs, teachers often rate last or close to the bottom for workplace engagement and happiness.\u003c/p>\n\u003cp>“Of all the professions we studied in the U.S., teachers are the least likely to say that their opinions count and the least likely to say that their supervisor creates an open and sharing environment,” said Brandon Busteed, executive director of \u003ca href=\"http://www.gallup.com/strategicconsulting/en-us/education.aspx\" target=\"_blank\">Gallup Education\u003c/a>, at the \u003ca href=\"http://www.nytfriedmanforum.com/\" target=\"_blank\">Next New World Conference\u003c/a>.\u003c/p>\n\u003cp>This is a troubling trend at a time when schools need to continue to attract high quality educators. “If the perception in our country is that teaching is not a great profession to go into, we certainly aren’t going to be encouraging really talented young people to be thinking about the profession of teaching,” Busteed said in an interview with Stephen Smith on the \u003ca href=\"http://americanradioworks.publicradio.org/index.html\" target=\"_blank\">American RadioWorks\u003c/a> podcast.\u003c/p>\n\u003cp>That will be especially problematic as baby boomer teachers begin to retire. “What our research reveals is an important nuance that teachers rate their lives overall very highly; they love their lives,” Busteed said. “They love their work. They love what they do in terms of helping encourage young people.”\u003c/p>\n\u003cp>But they often dislike their bosses, the policies they must abide by, the tests that govern their lives and the low pay and lack of respect often shown by other adults. “It's a big opportunity to try and get this right across school systems, but also a tragedy in that all these people who otherwise would be off the charts with their performance if we could just improve their workplace environment,” Busteed said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>MindShift readers discussed openly what motivates them to keep teaching, as well as what changes they'd make to the system.\u003c/p>\n\u003cp>\"I'm motivated by the curiosity of my students,\" replied Lewis Marshall A. Elaine, in a Facebook call-out to teachers to weigh in. \"Being able to collaborate with more teachers who possess these qualities would make my job better: professionalism, positivity, and competency.\"\u003c/p>\n\u003cp>Teacher Dana Smith wrote: \"The students are my motivation: love those crazy middle-schoolers! A better salary and being able to teach without headaches and heartaches from mandatory testing, nonsensical paperwork/computer work, and crazed administrators would make my job perfect.\"\u003c/p>\n\u003cp>Vix Cee Kreidel wrote: \"I am motivated to teach because I believe that every child deserves to have someone who believes in them. I love to watch the light bulb go off in a child as their eyes light up when they have an idea or 'get' something. Teaching would be easier if I got paid more to make up for all the things I buy for my classroom. Also if we were held accountable in other ways besides the test.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We talked to educators from across the country, some at the recent \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">ISTE conference\u003c/a>, about what they love about their jobs and what they'd do to improve their work environment. Listen to their stories.\u003c/p>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159173172&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159173895&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174145&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174239&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175404&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174749&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175142&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175300&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175545&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159175021&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174880&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/159174613&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/div>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36924/what-motivates-teachers","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20677","mindshift_20716"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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