Wellness

A few months ago, I attended the funeral of one of my former students who took her own life. The longer you teach, the more you will encounter loss, but this loss hit me hard. Sitting at her funeral, the enormity of the epidemic hit me. We live in a society where dangerous stigmas regarding mental health permeate our culture. Mental wellness is not something that most people want to talk about – until, we unfortunately, have a tragic reason to do so.

Educators are in a particularly unique position. We are called to nurture and teach students who are angry, sad, heartbroken, neglected, hurt, forgotten. We wear the weight of all of their suffering on our shoulders, while, at the same time, the responsibility to teach them and prepare them for whatever comes next. It’s obvious how this can take a toll on someone. In the past week, I’ve received multiple messages from fellow educators about how they are empty, burnt out, and at the end of their ropes – all for different reasons. Whether it’s battling parents who won’t listen, juggling intentional practice with district level pressure, feeling like they’ve hit a plateau in their practice, or just simply the devastating reality of the state of our nation’s political climate, the effects that all of this can have on a person’s mental health can be treacherous.

I am no stranger to the effects that career pressures can have on a person. I wrote a little about it last month as I reflected on how much my life has changed since October. Oftentimes, when we are very busy, we don’t slow down enough to really contemplate how what we do affects us internally. It’s when we finally have the time to take a breath that we can feel that weight, all at once, bearing down on us. And this mental stress manifests itself in very different ways. Some of us get angry, some shut down, some run away, some push it down and compartmentalize it, some remain numb, and others become consumed by it.

Here are a few things I’m trying as I become more mindful of self-care.

Find someone (or a few people) who you trust that you can talk to.

Whether you talk to your significant other, a family member, a colleague, best friend, or even a professional, releasing your feelings in this way can help you heal, grow, and move on. Sometimes we have to lean into struggle while we lean on others for support.

 

Own your vulnerability.

This is a hard one, but admitting that it’s okay to not feel okay is important. We’re human, we can only take so much before we need a release. This looks different for everyone, but whatever your release is, don’t be ashamed of it. Own it and remember it’s what you need.

 

Be more present in the world.

I take time, almost daily, to be outside. Whether I’m hiking, running, sitting by the pool, or reading a book on my balcony, I try to power off and detach myself from screens so that I can just be present in the world around me. It isn’t always easy to get rid of distractions, but when you can, use this time to take notice of the things you usually miss. Just be.

 

Lose the “what else” mindset.

You can read more about this here. It’s not easy, especially if you’re a Type A personality, but thinking about what enough means to you can go a long way in helping you to feel more at ease with yourself, your effort, your contribution.

 

Find at least one thing that you can do just for you.

Maybe it’s a hobby, a crafting class (like the one I recently took – stitching and mimosas), yoga, rock climbing, shopping, reading and actually finishing a book, a long bath with wine, writing, or in my case, diving into the world of coding and web development. It doesn’t matter what your thing is, what matters is that you choose it for yourself and make it all about you.

 

Slow down, take time for yourself, create a “do not do” list, remove toxicity from your life (as much as you can), and lean on people who love you. You’re important, as is your contribution. The world needs it.

Sustainability

In the past two months, many of the school professional development accounts that I work on have come to a close. I’ve left schools, said goodbye to educators, and wished them luck in the closing of the school year. And next month, I will do the same with the third cohort of coaches in the NCDLCN program.

This is a bittersweet time for numerous reasons. I’m proud of how much these educators have grown – and in turn how much their growth is affecting their students. I’ve seen confidence grow, leadership capacity be born, and creativity run rampant. My heart has been so full seeing how hard these people work so that they can create better learning experiences for their kids. It’s been amazing to be a part of this growth – leading these educators to discover more about their own ability to be creative and intentional.

I am so proud of the amazing work I get to be a part of – the way this work impacts so many people across the state. As I leave each of these places and say goodbye to these educators, I am reminded of the importance of sustainability. Sure, there are always evaluations that we collect from participants, which we use to help shape the scope of our work, but how do we know that what we do really empowers these people to carry on, to keep exploring, improving, and growing?

I don’t have all of the answers, but I do have questions that I will be asking myself as I reflect on my work over the past six months:

How do we ensure that when we leave, our work is sustaining?

How do we empower people to continue to learn and grow after we are gone?

How can we help ensure that people can carry on the momentum of the past year?

How do we check for sustainability?

Do we continue to grow these relationships?

While I work primarily with adults, I think the same questions can be asked of our work in classrooms with students.

I want to be sure that I’ve not only empowered and inspired people, but that I’ve set the stage for them to have the confidence to continue to grow, be more intentional in their instructional practice, and lead others to do the same.

 

Lately I’ve Read

There are so many great things out there to read. Here are a few I’ve really enjoyed in the past month.

“No Such Thing As Offline” by Justin Barber

As designers the prospect of shaping these experiences is exciting, because it comes with a great realization that the next generation of users are designing the tools and the output as much as we are.

I love when I read something outside of the education realm that has many applications for teaching and learning.  I enjoyed this article’s discussion of cultural competence and the shift from passive consumption to interaction and creation.

 

“Wish For More Self Control Can Backfire” by Cari Romm

…When people are forced to confront the gap between their ideal and actual levels of self-control, they end up psyching themselves out: Performance suffers because people with a strong desire for self-control sometimes disengage and withhold effort…

This is a great read, especially for all of my type A brothers and sisters. I find the idea that the more we want something, the harder it can become to attain, to be very intriguing.

 

“The Inefficiency of Words” by Robert Cormack

Inefficient words make it too easy. They fit into texts and short Twitter copy. They keep us from rambling. They confine us to mundane truths.

have written about words before – my love of them, their power, the importance of choosing the right ones, and the power and danger of things left unsaid. Naturally, this article caught my eye. I love its discussion of the way our tech laden world is helping to shape our use of language. It definitely made me think twice about not just what I’m tweeting, but the words I chose when I write, speak, and communicate with others.

 

“Staying in the Discomfort Zone” by Julie Zhuo

The key to growing while staying in the same job is setting new challenges for yourself. Expect more of yourself than anyone else does.

Julie offers awesome tips and advice in her weekly mailing list where she answers a reader’s question. I particularly enjoyed this piece about stretching and pushing ourselves to function with a certain amount of discomfort, while still remaining intentional in our thoughts and actions. She ends the piece with solid advice about how to remain in the discomfort zone and use this to your advantage.

 

“Bored Out of Their Minds” by Zachary Jason

Yet we’re still keeping them in the kind of education system… that wants nothing from them in terms of their own ideas. School has already decided what matters and [what it] expects from you. It’s like an airplane: Sit down, strap in, don’t talk, look forward. Why would it be meaningful?

This should be required reading for every educator. Students become increasingly bored as they get older. This article pinpoints the research behind the reasons why this happens and gives practical, important advice for how teachers can counteract this boredom by making curriculum more resonant, personalized, and meaningful for every student.

 

“How Elon Musk Learns Faster and Better Than Everyone Else” by Michael Simmons

Learning transfer is taking what we learn in one context and applying it to another. It can be taking a kernel of what we learn in school or in a book and applying it to the “real world.” It can also be taking what we learn in one industry and applying it to another.

One of the first people I think about when the word genius is mentioned is Elon Musk. I am so intrigued by his work and his ability to know so much across so many fields. This article breaks down a little of what makes him so special through discussion on the expert generalist and learning transfer – concepts that can both be applied to education, easily. I also enjoyed the focus on exploring personal learning practices.

 

“How to Make Feedback the Focus” by Arthur Chiaravalli

Most importantly, however, is what students do with the feedback once they’ve received it. As Dylan Wiliams points out, No matter how well the feedback is designed, if students do not use the feedback to move their own learning forward, it’s a waste of time.

Feedback is a crucial piece of assessment. This piece focuses on how to make feedback more powerful for students – offering feedback without scores or grades and being reflective and intentional about why and how we assess students in the first place. Emphasis is placed on student agency and ownership and how we can leverage feedback, both from teachers and peers, to help build these.