Sometimes I feel like I'm bragging when I tell people about the school I work in.
"You get to teach on a TEAM? You get to make an individual plan for EACH STUDENT? You get to work ONE-ON-ONE?" Or the real kicker, "Hold on. YOU GET WORKOUT TIME BUILT INTO YOUR WEEKLY SCHEDULE?!?!?!?!" More often than not, colleagues working in the mainstream system really envy this intervention, called Health and Wellness Time, which is built into my weekly routine just as much as staff meetings and supervision duty is. This comes across as deeply unfair to these teachers, who have asked to leave the building during their preparation blocks for similar reasons (exercise being the main one), and having that request denied by their admin team. The reason we are "allowed" this time is because we work through a regular lunch hour, meaning that we just rearrange our scheduled breaks. However, the REAL reason for it is that our principal gets it. He truly understands that healthy, active teachers are more able to cope with the stresses of the classroom and the demanding career that we have chosen, and those teachers who have the time for a workout built into their week are more likely to get it done. Let's back up a minute to my first teaching position. It was 2005, and my husband and I had just packed up all of our belongings and moved to Haida Gwaii, where he had obtained a position as a senior math teacher, and where I was planning to work teaching on call. Part of the way through the year, the senior English teacher left her position, and I was thrust into a challenging position that I had the willingness and enthusiasm for, but no actual training (I trained for Primary with a focus on Early Literacy, but found myself teaching English 9, 10, and 12, Drama, and English as a Second Dialect). Add in students who were used to high teacher turnover and were not quick to trust or form attachments with new adults, and the job was challenging to say the least. Luckily, the survival phase, as referenced in the American Psychological Association video linked here, only lasted for the first year or so. I was supported with an official mentor teacher, and a handful of unofficial ones who offered their support and resources to get me through those difficult days of staying at the school from 6am until 10pm daily. As year one progressed into years 2-4, the students trusted that I would stay around, and great relationships began to develop and management issues decreased.. I was supported through the district to take part in numerous off-island professional opportunities, including the position as District Literacy Rep and a spot on their Leadership Development team. I was able to rejuvenate over the summers and incorporate new techniques gleaned from conferences (paid for by district funds) into my classroom repertoire. When we decided to start a family, I experienced new challenges in the classroom, such as the stress of putting your children into daycare (both emotional and financial, I should add), and the desire to leave your homework until after the kids have gone to bed, resulting in later nights and even more tired parents. This was where Health and Wellness time really saved my bacon - if I didn't have time for fitness built into my current working position, the life/family/work balance might still feel unmanageable. Now that I'm several years into teaching DL, and several years into being a working mom, I can reflect on the supports that I've received, and the coping mechanisms (midnight snacks, anyone?) that have gotten me through those tough times. I don't think I even really experienced the Disillusionment stage, as I've been spectacularly supported by colleagues and my husband, who is a masterful teacher and wise human himself. Now I'm fortunate to be able to combine my "mom-wisdom" with my teaching experience, and I once again feel excitement and anticipation for learning new strategies and techniques for improving the educational experiences of my students. I still struggle with being an overachiever and the self-inflicted stresses that accompany overly high expectations, but I'm learning to deal with this and make changes that are better for me. Finally, I hope that I can provide similar respite and support to my new team-teacher, who is just starting her journey into teaching DL and often experiences many of the overwhelming sensations that I was helped through a few years ago.
2 Comments
Diane
1/12/2018 10:46:48 pm
Wow - what a wonderful system you belong to, Leslie. It's great to hear that these divisions, where health - physical, mental, family, self - are at the core of creating productive and engaging learning environments by ensuring that teachers are able to take time to care for themselves. Our teachers have recently been extended reduced rates at several different gyms and fitness opportunities within our community (big step!); however, the fact that we can't pay the membership fees from our health spending accounts seems contrary to our division's efforts to promote wellness. The experiences you carry with you and the (coping) skills that have served you well these last 12 years will no doubt be valuable knowledge as you mentor your new partner. I wish you continued health in enjoyment in your teaching role!
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Leslie
1/14/2018 02:44:10 pm
I'm glad to hear that there are some steps happening in the right direction in your division, Diane, but I agree that it seems strange that you can't use health-directed funds to support those changes. Maybe you'll get there!
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Leslie McCurrachEnthusiastic Learner. Avid Gardener. DL Teacher. Archives
March 2018
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