an educators pursuit of wellness
hi there.
My name is Alexandra and I am a secondary educator in Waterloo Region. This upcoming September, I will be entering my third year of teaching and I cannot emphasize how much I love my job! To be an educator and work with youth everyday is an immense privilege!
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Even though I thoroughly enjoy going to work each day and sharing in the progress and interactions of my pupils, it is a career that takes quite a lot of energy!
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So much educational professional development is focused on teaching resources, methodology and student support. All of which are ever important topics of which we should constantly seek to innovate! I don't want this website to take away from the paramount cruciality of these topics. Yet, I feel that we do not invest enough attention into the wellness of educators themselves. In order for teachers and staff to deliver the best lesson, course or support for a student we need maintain our own health, balance and sanity.
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In this resource, I recount my own wellness journey, my intentions in this pursuit and the technological resources I have used for assistance!
research:
understanding the wellness predicament of educators
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The widespread neglect of teacher wellness accounts for the stark attrition rates in the profession. The statistics show that approximately 20% of educators resign within their first 5 years of teaching in Quebec, Canada (Leroux and Theoret, 2014). In Alberta, this statistic worsens as 40% of teachers leave their position in the first five years of teaching (Clandin et al., 2015).
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There are many contributing factors that account for the stress and possible burnout of teachers...
Firstly, with the increased need for mental health school supports, educators are often referred to as "front-line workers" helping to identify, intervene and support these students (Ball & Anderson-Butcher, 2014). Next, the Government of Ontario mandated in the Education Act that teachers are to act "in loco parentis" (as a parent) while in attendance at school. Already, teachers are asked to perform the roles of student wellness advocate and support and caregiver on top of their regular instructional duties.
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Another contributing factor is the lack of work-life balance in the profession. For many other careers, employees leave their uncompleted work in the office and return to it the next morning. In comparison, teachers continue their preparations and marking into the nights and weekends leaving little division between work and life. These work obligations cause greater conflict as they compete with one's personal obligations to a spouse, child or family (Leroux and Theoret, 2014).
The combination of these factors diminish teacher wellness and overall quality of life.
so, what now?
Until changes are made at the systemic level, either board-wide or province-wide, much will remain the same. However, there are many strategies and wellness tips to follow to pursue optimum wellness on your own.
Here are some great tips to boost your wellness...
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1. Stay well hydrated throughout the day. Keep at least one bottle of water on you each day and drink it frequently.
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2. Limit distracted screen time such as the use of social media platforms.
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3. Pack plenty of fruits and vegetables throughout the day to keep you energized and packed with nutrients! Use certain days of the week as "meal preparation" days to set up for the coming days.
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4. Find a physical activity that you enjoy doing and make a habit of doing it as much as your schedule allows. Pick a friend to join you if this helps your motivation and consistency.
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5. Make time for family and friends. Let your friends and family know how much you care about them and be present when spending time with them.
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6. Go outdoors and be mindful of your surroundings.
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7. Use a calendar to avoid procrastination and to optimize time management skills. Create to-do lists for each day to chunk heavy workloads into smaller, more manageable amounts.
references.
Ball, A., & Anderson-Butcher, D. (2014). Understanding teachers’ perceptions of student support systems in relation to teachers’ stress. Children & Schools,36(4), 221-229.
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Clandinin, D. J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., ... & Wnuk, S. QOL AND SOURCES OF STRESS IN TEACHERS 37 (2015). Early career teacher attrition: Intentions of teachers beginning. Teaching Education, 26(1), 1-16. Comstock, D. L., Hammer, T. R.,
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[Théorêt, M. et Leroux, M. (2014). Comment améliorer le bien-être et la santé des enseignants ? Bruxelles, Belgique : Éditions De Boeck Supérieur, Collection Guides pratiques]. Revue de psychoéducation, 44 (2), 477–481. https://doi.org/10.7202/1039267ar