End-of-Term Teacher Tired.

An image of a woman with her head on her computer keyboard  as though she has fallen asleep there.
Photo by Andrea Piacquadio on Pexels.com

In response to requests from several quarters to explore the ways in which the added stresses of online and remote learning, social restrictions, working from home and everything else that has come with COVID-19 have affected teachers this year, I conducted a survey.

Open to all teachers worldwide, I distributed the survey both on social media and via professional networks.

I asked teachers to respond honestly to nine questions, which I formulated based on comments and social media posts by teachers. To remove any possible disincentive for honesty, participation in this survey was completely voluntary and anonymous.

Thus far, there is only a relatively small number of respondents , and my little survey is by no means scientific research. Still, the results thus far bear out my own experience and observations, and what I have heard others saying: as resilient and committed as we might be, it has been a really rough year that has left teachers exhausted and, at times, quite discouraged.

The survey is still open for any teachers wishing to respond.

Thus far:

  • 79% of respondents say they have been much more stressed and tired than previously
  • 21% reported no change in their levels of stress and tiredness.
  • There does not appear to be any correlation between how tired and stressed people are and the number of years of experience they have as a teacher.
  • 50% of respondents said their stress was created by their own expectations of themselves
  • 36% said that other people’s expectations of them as a teacher created their stress
  • 14% reported that their stress came from the media’s continual reporting of COVID-19 related news and issues.
  • 64% of people said that the tiredness experienced was longer term than usual, while 36% that it was about the same.
  • 29% said they had consumed more alcohol in 2020 than in previous years
  • 71% said their alcohol consumption was about the same as in previous years.
  • 36% of people also said they had increased their caffeine intake
  • 36% said that their caffeine intake had not changed.
  • It did seem that there was a correlation between people who had increased alcohol consumption and increased caffeine consumption with
  • The respondents’ responses regarding nutrition, though, was interesting.
  • Only 28% said their eating patterns had not changed
  • 7% said they had paid more attention to good nutrition
  • 65% said they had paid less attention to good nutrition.
  • 79% said they wanted to continue their career as a teacher.
  • 14% said they would only keep on teaching because they felt they had no choice.
  • Sadly, 7% said that the stress of the year had brought an end to their teaching career.
  • 14% of respondents said they had sought medical advice for issues related to the stress of teaching this year.
  • None had sought counselling.

This final statistic is, to me, evidence of our collective resilience and commitment: we’re stressed and we’re tired, but we keep on going.

I do wonder, though, if we as a profession need to be more proactive in seeking help and support when we are experiencing increased levels of stress and tiredness, and possibly not taking such great care of ourselves at the same time.

The key to my own determination to keep going this year has been that I wasn’t actually doing it for me– I was doing it for the kids. I suspect that most of us feel the same way. It’s not just me, and not just my colleagues, having a hard year. It’s everyone. Every family, every community, every workplace, every career, every school, every student… you get the idea.

If I can model resilience, positive attitude and commitment to making the best of a tough situation, that’s exactly what I’m going to do my best to achieve.

I hope my students are encouraged by my commitment to them. I hope they learn from my example. And boy oh boy, do I hope their parents are watching, because I want them to love this school and to understand how much we value them and their children.

I have been enormously encouraged by a my colleagues, and some have said that I have been an encouragement to them. The members of my faculty office have been a lifeline for me as we laughed, cried, and collaborated together throughout the experience of teaching remotely for two terms of this most challenging year. The entire staff of my school committed from the outset to making the whole deal of working from home and teaching online something that was achievable, coordinated and professionally delivered. “That will do” was never going to be acceptable.

At the end of every school term, I comment that the break is well-deserved. That has never been more true than at this end of 2020.

As the final term of 2020 winds down to a close and teachers (and students!) everywhere look forward to the Christmas break, I truly hope we are all able to stop working long enough to get some much needed rest and downtime.

Merry Christmas, Teachers. You’ve earned it.

End-of-Term Teacher Tired.
#TeacherLife #TeacherTwitter #survey

Beyond Tired.

It’s almost the end of a school year that has been perpetually exhausting. Every teacher I know is beyond worn out.

I’ve used the words ‘tired’ and ‘exhausted’ so much in recent times, they have started to lose their currency. Not only are they becoming cliched, neither one really adequately describing the profundity or the long-term nature of the tiredness we’re feeling.

So, in the interests of communicating more effectively, I’d like to suggest some more expressive words to use instead.

Toilworn is a lovely word that reflects the nature of the tiredness that comes from hard work. It can also be used for something showing the effects of that kind of tiredness, or of the work that caused it.

Forswunk, as I’ve mentioned before, is one of my favourites. It’s a very old word that means exhausted by hard work.

Knackered is a term that is certainly expressive, and remarkably pleasing to say. I don’t know where else in the world people say this, but it’s certainly well understood in Australia as a term that means absolutely worn out.

Hibernation
#language #words #blog

If you have any other suggestions, I’d love to hear them.

Beyond Tired.
#language #vocabulary #tired

Josh Frydenberg: You Have Some Nerve, Mister.

An open letter to Josh Frydenberg, Federal Treasurer and MP for Cooyong:

You have some nerve. Your outburst in Parliament yesterday was way out of line.

Yes, mistakes were made early on in Victoria’s management of COVID. And they got cleaned up. We’ve actually done a brilliant job, which you didn’t even acknowledge. But that isn’t the part of your speech to which I, and many other Victorian teachers, take particular exception.

While the rest of the House was congratulating the people of Victoria on crushing the curve and bringing the numbers back to zero, you chose to be ungrateful. That little tantrum of yours would make a two year old proud.

An excerpt from Frydenberg’s speech in Parliament, Tuesday Oct 27, 2020.

Your assertion that your children missed out on six months of schooling is highly offensive to every teacher in this fine state who has gone way beyond the call of professionalism and duty of care to ensure that our students did not miss a single thing that we were able to provide for them.

Were my colleagues and I merely dreaming all the extra work we put into setting up online classrooms, doing extra courses in online safety and classroom management, monitoring our students’ wellbeing and mental health, in addition to all the usual planning, preparation and teaching we have been doing all year?
Did we imagine the eye fatigue and headaches from being in online classrooms all day, doing all our marking and reporting online, meeting with colleagues and conferencing with parents online?

You have been able to do your job almost completely normally all year.

We have had to completely reinvent ours, while at the same time being required to switch from face to face teaching to online classrooms, then back, and back again, sometimes at only a few days’ notice.
We’ve done it without tantrums, without complaints, and without pointing fingers at people who were also trying to do their best in otherwise uncharted territory.

Victorian teachers have proven to be dedicated, resilient, and incredibly versatile this year.

And I will tell you one thing that is absolutely certain: the students at my school did not miss six months of school. They had their full timetable, every school day, complete with teachers and teachers aides, differentiated lessons, roll call, and individual help whenever they needed it.

Don’t be firing your nasty little aspersions at Victorian schools and the 100% committed teachers in them, Mr Frydenberg, even by inference.

We do not deserve that. We are exhausted, our patience has been pushed to the limit, and we are still going. We are not in the mood for your petulant tantrums.

It’s high time you gave credit where credit is due, learned some gratitude and grace, and got on with doing your job while we continue to do ours.

Hibernation
#language #words #blog

An Open Letter to Josh Frydenberg @JoshFrydenberg
#TeacherLife #VictoriaTheHeroState #howdareyou

Masking The Awkwardness With Humour

Teacher masks students covid COVIDSafe

Disclaimer: I don’t kneel for my students, as that would send entirely the wrong message. Besides, they are teenagers and I’m only 5’2″. Also, I can no longer kneel. Image via Pixabay

Face to face teaching is back in full swing in Victoria, with all students over the age of 12, and all teachers, required to wear masks.

The kids generally don’t like wearing masks, and I totally get that. Still, that’s not an excuse for defiance. It’s currently a legal requirement, so whether or not we like it is a moot point.

Most of the students are quite cooperative. Some kids, though, are getting sneakier— or perhaps just less conscientious— about wearing them properly. The challenge for teachers is to find ways to remind them without being awkward or, even worse, coming across as nagging. As anyone who has tried to get a teen to do something they don’t want to will attest, that’s only ever going to create more resistance. 

As I am wont to do, I have reverted to humour in addressing the problem. 

When a student has their mask pulled under their nose, I tell them “don’t fly the flag at half mask”. 

When someone is not wearing a mask, I say, “Oops! Your face is naked.”

When the mask is sitting under their chin, I tell them to “pull their face pants up.” 

In a quiet classroom environment, or if I want to remind someone without drawing attention, I  simply make eye contact, hold my hand horizontally near my chin and lift it to above my nose. 

These responses engage the students by surprising the m and making them think about what I’m saying. They generally respond with a smile and then comply. The occasional student tries to argue, which invariably ends in disappointment for them.

I am always happy when it works. I was also very pleased when, while I was on yard duty, I heard one of my students tell another kid to pull his face pants up. I smiled with great satisfaction and whispered, “Good work, kid! Keep it up!” Nobody noticed, though, because I had my mask on. 

Hibernation
#language #words #blog

Masking Awkwardness With Humour
#TeacherLife #humour #blogpost

Note: Arguments about whether or not masks should be worn will not be entered into, and negative comments to that effect will be deleted. 

Back in the Classroom: Putting My Teacher Mask On

Thoughts on the first day of face to face teaching after months of lockdown and teaching online.

Image by HaticeEROL on Pixabay

After nine weeks of only seeing my students in little squares on my computer screen, a two week term break, and a final week of online classes, we resumed face to face lessons today. Things were a little bit different than they used to be, though. 

The desks were distanced from one another as practically as they could be. The bottle of sanitiser at the front of the room had been joined by another and, this time around, the students didn’t need reminding to use it. Most obviously, though, we were all wearing masks. 

We used to talk about “putting our teacher hat on” when we walked into the classroom, and taking it off again at the end of the day. I guess now it’s our teacher masks we have to consciously think about wearing, as this seems to be the new normal— in Victorian schools, at least— for the foreseeable future. 

The wearing of masks is something disliked by many students and staff alike. Personally, I don’t mind wearing one, and I am happy to not be breathing in whatever germs are floating around the room. Most of my students seemed to manage without any difficulty, but getting some of them to wear their masks properly and not keep touching them proved to be yet another new classroom challenge.

Still, there were some good things going on. 

The tone and humour in my classrooms was generally positive. One kid who doesn’t even like me much told me it was good to see me. I laughed and told him to give it time, and everyone laughed at that because we all knew it wouldn’t last.

Marking the class roll was significantly easier and quicker than online: once again, I could see at a glance who wasn’t there. Marking the roll in online classes was something I always found arduous. Today it took two seconds. 

I could see right away who wasn’t doing what they should be, and I could move around behind them and see their screens. There is no more effective way to make someone work than to be able to see their screen. 

At the same time, I could instantly encourage those who were working hard amd staying on task. It’s so much easier to be positive when you can be both natural and proactive about it. The added bonus is that when you praise and encourage one student for doing a good job or making a great effort, it tends to make those listening more inclined to want to do better and get some praise, too. 

Those few kids who have avoided doing much at all since we returned to online schooling finally had to do some work. Those who did not engage in online lessons found themselves no longer able to just sign in and zone out or leave the room. And because I was wearing a mask, they couldn’t see my wry grin as I watched them working. 

I was able to move around the room and look over the shoulders of my students. Delivering instant feedback and reminders about spelling, punctuation and paragraphs is significantly easier than trying to give that kind of advice online.

All things considered, while the day was not without a few issues and challenges, it’s fair to say that the positives outweighed the negatives. It’s hard not to be satisfied with that. 

Hibernation
#language #words #blog

Stress Management Tips For Workaholics.

At a time when my state is still in lockdown, we’re back to teaching online and trying to tick all the boxes that go with that while at the same time dealing with all the other demands of life.

It’s very easy to become consumed by the job. It’s very easy to rationalise going those extra steps to create whizz-bang lessons that will engage and interest the students and hopefully keep both them and myself motivated despite the malaise that I have dubbed ‘online learning fatigue”.

I have learned over recent months how important it is to set limits for myself. I have consciously tried to avoid overburdening my students with work, and sought to develop learning activities that they can complete offline. I’ve tried to remind them to get up and walk around, to drink water, to get sunshine on their face and on their back.

Ironically, I’m not always so great at managing my own stress. In the midst of trying to be Super Teacher or Little Miss Motivator, I still have to remind myself to do those same things.

This post from Nerdome appeared in my feed at an opportune moment. It’s a good read, providing some quick tips and good insights about managing stress.

I hope you enjoy it as much as I did.

Nerdome

Those who spend more time with their works tend to suffer from stress more than the other. The mental and emotional burden that is often attributed to the demands of work can affect our productivity and efficiency with our task that would often lead us to troubles than not. This is one reason why it is very important for workaholics to undertake stress management to avoid compromising their career.

You don’t have to be in a special place to apply stress management. In fact, you can do it anytime and anywhere if you feel like it. You can do it while at your work desk, in the comfort room, or even out in the lobby. The idea here is to control your mind to relax so that you can continue fresh with your task — emotionally, physically, and mentally. Here are some tips that will surely help you out.

Tip…

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Why Teaching From Home Is More Difficult Than You Think

One teacher’s thoughts on the first day of teaching and learning while #StayingHome

As a teacher, I know there is no substitute for being in the classroom, engaging with the students and supervising their work, making suggestions or guiding their thinking. When you create a constructive, productive learning environment, students thrive. 

Over the past few weeks, my school has worked really hard to reproduce that in an online learning environment. My colleagues and I have put a great deal of thought and preparation into making our students’ experiences of learning from home in online classes as interesting and beneficial as they can possibly be. From where I stand, we’ve done a great job of preparing for teaching and learning from home, and I really hope that our students and their parents feel the same way. 

Today was our first day of teaching and learning remotely. My students were well behaved and cooperative. Most seem to have coped with the challenges of doing school at home, some of them sharing an environment with their siblings who were also doing their lessons at home, quite well. We got through everything I had planned for those initial lessons. Judging from the work they handed in today, the kids generally worked as well as they usually do in a classroom environment. 

I don’t know how they all felt at the end of the school day, but by the time 3.30pm rolled around, I was exhausted. 

Make no mistake: online teaching is really hard. It’s mentally demanding in ways that physical presence in the classroom is not. It’s harder to hear students when they speak, and it’s harder to be sure that everyone understands what you say or what you want them to do.  Even marking the roll poses new challenges when you can’t simply identify empty spaces in the classroom. Things that have become instinctive for teachers are now impossible, and we find ourselves reinventing pedagogy, teaching, communication, and the delivery of lessons and lesson materials. 

You can no longer maintain classroom management by circulating around the room or standing in strategic places so you can see what kids have on their screens. You can’t just look over a kid’s shoulder and remind them of a principle or fact that they need to consider. You can’t make a teaching point of quickly correcting an error or oversight. 

To an extent, one has to just accept that and move on. If a student is easily distracted or willing to be inattentive, that is understandable: there’s a lot going on,  they’re at school without being at school, they’re in their own environment, and some of them are genuinely anxious about the dangers and the restrictions that Covid-19 has brought about. Really, the best you can hope for is to find a way to gently bring their attention back to the task and try to re-focus them. 

It’s a tricky set of circumstances for the kids as it is, and adding learning at home to the strangeness of social isolation and distancing is a situation that some kids — and some teachers — will undoubtedly find awkward at best. 

Still, it’s good for all of us, kids and teachers alike, to have a routine and a variety other things to think about. It is healthy and constructive use of the abundant time we would otherwise have on our hands at this point in time. 

As tired as I was, they day did end particularly well. After spending 90 minutes with one of my classes this afternoon, I was pleasantly surprised when three of my students thanked me for the lesson. In the past, wishing each other a good afternoon or a pleasant evening was not unusual, but having students actually thanking me for double English after lunch on Tuesday is totally new. 

I spent the rest of my regular school day responding to the work they submitted, and giving my students some feedback on their ideas and responses. It was nice to be able to 

At 4.15pm, I made myself a cup of coffee and almost cried into it with gratitude for my good but mentally exhausting day, and for the caffeine upon which I would rely for the next couple of hours while I cooked dinner and did everything else I needed to do. 

When dinner was done, I looked at my husband and asked if it was too early to go to bed. 
“It’s 6.15pm,” he said. 
“So probably, then?” I asked. 
“Yeah. Probably.” 

Maybe I’ll just spend the time between now and bedtime thinking about what gift I’m going to buy myself for Teacher Appreciation Week. 
Whatever it is, I will have earned it.

One teacher’s thoughts on the first day of teaching and learning while #StayingHome
#teachingfromhome #TeachFromHome #TeachingOnline #teachertwitter

Image by Wortflow from Pixabay

A Crisis of Confidence

If you think kids are the only ones who suffer ‘back to school’ anxiety, think again.

On the evening before school starts back for the year, I usually hit a patch of anxiety that keeps me awake into the wee hours of the morning. 

Today, my brain has hit fast-forward and has dumped me in that patch just about as soon as I woke up. 

I know it’s not logical. I know I am good at my job. I love my workplace, and a number of my colleagues are also my good friends. I love teaching. I’ve done my preparation.I know that I will go back tomorrow and everything will be okay. 

Today, however, my brain is playing a different tune. I am plagued with anxiety and feelings of inadequacy. I am fearful of nothing in particular and everything in general. I know I can do it but I feel as though I can’t. 

This is what happens when anxiety, introversion and impostor syndrome get together for a wild party: they don’t get messed up, I do. 

What many people don’t realise is that many of their own kids’ teachers go through the same thing every year and every term. Some experience it much more frequently, even daily. 

To look at them, especially at work in the classroom, you’d never know it. But it is real, and it is genuinely awful. 

I don’t know what the solution is. The only thing I know how to do is hang in there, try to take care of myself, and keep going like I always do. 

Climbing Mt Marking.

I’ve been largely out of action here this week, because I have been on my annual personal personal pilgrimage attempting to scale Mt Marking.

You may not have heard of Mt Marking. It is a steep and imposing mountain, located right near Mt Grading and Mt Evaluation in the End-Of-Year Reporting Ranges. It is difficult to climb, and can quickly turn into a slippery slope if one does not pay attention to one’s preparation, time management, and self-discipline. 

After several very long and arduous days, I have made it about half-way up. It is getting somewhat harder to breathe, and it is exhausting, yet I must persist. I find myself relying more and more on coffee and, while I have been careful about nutrition in past weeks, I find now that I need to supplement my diet with chocolate to keep my strength and attention at sustainable levels. 

And when Miley Cyrus sang that “it ain’t about how fast I get there” and “it ain’t about what’s on the other side”, it was not Mt Marking she was climbing. There are deadlines, after all, and the dangerous, rapidly-flowing Reporting River is what awaits on the other side, with the broad and intimidating Planning For Next Year Wilderness beyond that. 

I will be able to see it all once I stand triumphantly on top of Mt Marking. On a clear day, you can see almost all the way to the end of the term. 

Under Pressure.

If this past week had a theme song, it’s definitely ‘Under Pressure’ by David Bowie and Queen. 

The pressure of juggling job, family, and other commitments has been huge, simply because there was a truckload of stuff I had to get done and all of it had deadlines attached. The problem was that I was relying on other people to do certain things, too, and when that didn’t happen, I had to do more.

There was not anything I was willing to skimp on, or give it a “that will do” treatment. My students deserve to receive the help and attention that they need, and my elderly father deserves nothing less. Exams are approaching so papers have to be graded and feedback has to be given. Exams have to be finalised for checking, printing and delivery. I had a student teacher finishing a placement, so there was extra paperwork to do by Friday afternoon. 

And this weekend is full of auditions for ‘Little Shop of Horrors’, which I am directing for Camperdown Theatre Company next year. 

I am not complaining. I know I am not the only one who is busy, and these are all things I have taken on willingly. But that is actually part of my argument.

What I want to achieve in this post is to point out that life is full of demands and commitments, and managing one’s time is crucial. 
Whether a professional, a student, or in any other role in life, it is an essential life skill to be able to get things done to the best of one’s ability in a timely manner so that deadlines are met. 

For me – or anyone else – to be able to do that, other people need to pull their weight and do what is expected of them. Nobody operates in a vacuum, and one person dropping the ball or refusing to pick it up in the first place has flow-on effects that they might not ever see. 

The often hidden effect of someone not doing what they should is that others can’t actually meet all their obligations either. 

On the occasions when my own students don’t get their work in on time, that puts me behind in getting their assignments graded and in giving feedback that would help them in completing future pieces of work. It can also put me behind in writing reports, which can  cause other people further up the school “food chain” to be behind in what they need to do, too. 

On those days when I end up working late at school to meet my own commitments because someone else has been slack in meeting theirs, it either means my dad has to wait for his dinner or whatever else he might need, or that my husband, who already works one and a half full time jobs and does all the things I can’t do at home because of my back, has to do extra at short notice. That’s not fair on either of them. 

It isn’t always avoidable, I know. Some kids have issues that crop up, others have a lot of responsibilities. It’s also both fair and important to say that it’s not always the students who cause the issues, either.

More often than not, though, it’s a the result of someone’s laziness or poor priorities, and that tends to annoy me fairly quickly. 

In my dream world, everyone would sort their priorities, manage their time, and get on with doing things to the best of their ability. Nobody would be let down, and we could all enjoy the satisfaction of a job well done without extra pressure making things harder.