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Teaching: The good, the bad and the balance

Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria and co-author of ‘Exploring Psychology for Language Teachers’. In this post she reflects on the importance of teachers’ well-being and offers some practical suggestions to help them find their own work-life balance.

Let me get this straight from the start – I absolutely love teaching. I can’t think of any other job I would like to do more. When I read the post-its from IATEFL and Andrew Diliger’s recent blog post and saw all the positivity, I felt grateful to be part of this wonderful community. Many teachers are passionate about what they do and they also get a lot energy, motivation, and inspiration from their learners and day-to-day classroom encounters. But let’s not diminish just how demanding a profession it is. Teaching requires great skill in having competence in our subjects, interpersonal skills, pedagogical knowledge, intercultural sensitivity, creativity, technological skills, and organisational skills – to name but a few. It is a profession with a long history, which we should be proud to be part of and which necessitates specialist expertise for it to function well – That’s where we come in. In fact, we are probably the most valuable resource in educational institutions and yet very often the importance of what we do goes unappreciated and undervalued – sometimes by others but also occasionally by ourselves.

Teaching can be extremely rewarding but can also be emotionally and physically draining. Like seasonal workers, during term time, many of us work evenings and weekends. It is extremely stressful on a day-to-day basis and as administration and assessment procedures mushroom, it grows ever more exhausting having to work on tasks that are a lot less rewarding than the time spent in class. The to-do list is never-ending and there is always more we could be doing. Add to this that as teachers, we tend to be other-oriented and very often we have tendencies towards perfectionism. As a result, this can lead us to keep giving to others and doing ever more not knowing when to stop and recharge our own batteries. It is easy to see the risks and why many early career stage teachers end up leaving the profession and why teaching reports such high levels of burnout.

So, how do we reconcile these two sides of teaching? The side where we love and are energised by what we do, along with the incredibly demanding, exhausting and stressful reality of a busy teaching life. Well, part of the clue lies in the fact that so many positive comments were found at an event like IATEFL. Firstly, we know that we can benefit enormously from professional development that is meaningful, relevant and worthwhile. We can enjoy spending time focusing on things that are professionally, intellectually and personally engaging. We might do this by attending conferences, workshops, webinars or by reading blogs or books of interest. However, we must take care not to fall into the trap of believing everyone is doing more than us and start to feel guilty for all the other things we ‘could’ be doing. Instead, we should find professional development opportunities to energise us and inspire us, whilst remaining realistic about what we can manage without trying to do it all. It is important for us to celebrate who we are as individuals taking time to focus on our strengths and the things we are already doing really well. We also have to remember that we are more than just our teacher selves. Having other interests and hobbies outside of education is important to keep us balanced and strengthen our overall well-being. This means we need to plan in time in our busy schedules for the other dimensions of our lives to draw energy and inspiration from them too.

The second dimension from IATEFL that gives us another clue for our positive well-being is how important it is to connect with colleagues and share stories, experiences, and ideas from the classroom and life beyond. This kind of support network and the ability to talk with people who know and understand your situation is vital. Indeed, other teachers are often the best people to share your humour about teaching life with – Indeed, laughter is one of the best coping strategies for reducing stress. However, more important than our collegial relationships are our family ties and personal friendships. These deserve our full quality attention and time. They serve as a primary source of support, happiness, and well-being and are a vital buffer against stress. No matter how packed our schedule, we must set aside time to protect and nurture these relationships.

Being a teacher is a joy and privilege. But it is also hard work and stressful. To ensure that the positive aspects of our work predominate, we need to do things that are rewarding and give us energy as well as invest in our personal and professional relationships. Once we understand that our happiness and well-being are key determinants of how well we teach and how much our learners enjoy our classes, then it becomes a lot easier to feel less selfish and guilty about putting ourselves first for a change.

Featured image credit: ‘Finding Balance’. Public Domain via Flickr

 


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How does teaching make YOU feel?

iatefl6howdoesteachingmakeyoufeelAndrew Dilger is Managing Editor in the Professional Development Publishing team. In this post he reflects on an activity we carried out at the recent IATEFL conference which asked teachers to describe how teaching makes them feel.

The job of teaching English has never been harder.

In today’s EFL environment, the challenges are considerable: large classes of students of differing abilities, learning styles, and special educational needs; frequent ministerial reforms and policy shifts which can transform a syllabus overnight; the need to keep up with pedagogical trends such as 21st-Century Skills, CLIL, and EMI; technological advances which require teachers to ‘integrate’, ‘blend’, and ‘flip’. Teachers are also expected to embrace the roles of facilitator and assessor but talk less and listen more – all the time encouraging students to adopt a growth mindset, become proficient at self-study, pass high-stakes exams, and generally reach an impressive level of English in less time than they themselves needed.

Yes, with all this going on, you’d be forgiven for thinking that EFL teachers must be a stressed-out and miserable bunch! Not at all, it would seem. I recently returned from IATEFL – the annual conference which sees a couple of thousand teachers from all over the world converge on the UK for five days of plenaries, workshops, talks and networking events. At the OUP stand, there was a special focus on Professional Development and a feature wall with the sentence stem: ‘Teaching makes me feel …’. Conference delegates were invited to complete the sentence on a Post-It note. Plenty of them obliged and the results were, well, surprising.

To give you a flavour of what was said, I’ve grouped the responses into seven categories. Which category describes how teaching makes YOU feel, I wonder?

#1 UPBEAT

Almost without exception, the responses were upbeat and positive – with words like ‘inspired’, ‘happy’, and ‘motivated’ occurring time and time again. Sometimes these words were written in capitals, with an exclamation mark and a smiley face as if they were being shouted from the school rooftops. If teachers weren’t ‘inspired’, then they were ‘excited’, ‘fulfilled’, and ‘alive’.

#2 TIRED

A handful of people did acknowledge that teaching can be a tiring business – but all of them were quick to qualify this with other adjectives like ‘rewarding’ and, again, ‘inspired’ and ‘happy’.

#3 YOUTHFUL

It’s not that teaching is a young person’s game, but it seems it has the power to make teachers feel young in spirit. For one respondent in particular, it was a more profound feeling of being ‘ageless’!

#4 EDUCATIONAL

Some educators like to blur the line between teaching and learning. Or, more specifically, they consider themselves on a par with their students in that they have ‘so many things to learn’ in the classroom themselves.

 #5 HELPFUL

The sense of purpose you can get in the classroom is clearly an important factor for some teachers. Several respondents described their primary function as being ‘helpful’ or ‘useful’; they are in the classroom principally to ‘support’ their students.

#6 VOCATIONAL

Some people are just born to teach. There was a handful of responses which described the profession in vocational terms as feeling ‘like home’. Others described themselves as ‘humble’ or ‘privileged’ and there was a sense of satisfaction which came from being lucky enough to do something you love, and which you’re good at.

#7 CONNECTED

There are obviously a group of professionals for whom teaching is a way of reaching out and connecting with the wider world. One respondent described teaching as making them feel ‘a part of humankind’. For others, this connectedness has a geo-political dimension: ‘contributing to a more united world’. Finally, one impressive individual described their job with missionary zeal: turning students into ‘better citizens’ because ‘it’s not only English, it’s also about humanity and values.’

So what are we to make of this outpouring of positivity? Where are all the UNhappy, Uninspired, and UNexcited teachers? Obviously not at IATEFL 2017. The conference, by its very nature, tends to attract delegates who feel both motivated and engaged (and who have the financial means to travel internationally). But are they telling us the whole truth? And what about the rest? How do they feel? I mean, really feel.

I should say at this point that I’m no educational psychologist – I’ll leave that to experts like Sarah Mercer – but I have been involved in the world of EFL for more than half my life. I’ve taught and trained in over fifteen different countries and wherever I’ve visited, there have always been teachers who have been struggling to cope. Maybe we just need to be a bit more open about that fact. How does teaching make YOU feel? I’d love to know what you think in the comments below.