My first few years as a new teacher (many years ago) mirrored The Phases of Teaching outlined in the above video: Recognition, prevention and coping strategies for teacher stress. I experienced the anticipation, survival, disillusionment, rejuvenation, reflection, and anticipation, as outlined; however, I was very fortunate because I worked at a school with some master teachers who were extremely supportive and kind. These colleagues, who became great friends, helped me through periods when I was feeling overwhelmed, exhausted, and questioning my competence and fit for the teaching profession (they allowed me to ‘dump’ on them, or to be more politically correct, I was able to ‘reflect’ out loud). They helped by asking questions, thus allowing me to find solutions to my problems (i.e., with regard to classroom management or just keeping afloat). This process of collaborative thinking and reflecting had a huge impact on my teaching practice, past and present. These master teachers helped me to find my way... not by telling me what to do, nor by doing things for me, but by allowing me to have a voice and an outlet for my feelings and/or frustrations, and by providing a nurturing and caring environment in which I could experience my glorious failures and my occasional triumphs.
We often read about teacher burnout and the loss of good teachers from the teaching profession due unrealistic workloads and expectations (as cited by instructor Avi Luxenburg in the OLTD509 course material, “this 2001 BCTF article is an interesting read, as is this Executive Summary of Work Life of BC Teachers in 2009”). However, we need to emphasize the importance of collegial and district support, recognizing that teachers can do significantly more within a supportive and caring environment where they are appreciated for the small steps and strides made towards becoming a better teacher (i.e., if allowed the freedom to try new approaches and teaching directions, knowing that part of the process involves ‘glorious failures’ along the way – thus learning through the process). We need to build a culture of support, and this needs to be modeled and purposefully implemented at all levels. After all, 21st Century learners require innovative teaching, and innovation doesn’t happen in isolation; it requires diversity and a culture of support. As stated in a Scientific American article, How Diversity Makes Us Smarter, by Katherine W. Phillips (2014), “If you want to build teams or organizations capable of innovating, you need diversity…Diversity jolts us into cognitive action in ways that homogeneity simply does not.” Teachers need a diverse team; something I try to remember daily as I go about my work, never forgetting to pay forward the support and kindness offered to me when I first entered the teaching profession.
American Psychological Association. (2013, July 11). Recognition, prevention and coping strategies
for teacher stress [Video]. Retrieved January 10, 2016, from https://youtu.be/MGHhqbeOyPU
Phillips, K. (2014, October 1). How diversity makes us smarter. Scientific American [Online
publication]. Retrieved from http://www.scientificamerican.com/article/how-diversity-makes-us-
smarter/