34 Language Teaching
Teaching and Learning . . . and Well-being
www.gwangjunewsgic.com
July 2021
TEACHING & LEARNING
Inter view with Jocelyn Wright When we think about teaching and learning, we think of all the time and effort teachers put into lesson planning and the ever-present administrative work, and we think of all the time students spend hunched over their textbooks, doing homework, and cramming for tests. Little do we think of our own well-being or that of our students. And this was true even in pre-Covid times. The past year-plus of the pandemic has added an extra dimension of emotional stress to everyone, including teachers and students. This has recently been highlighted by tennis star Naomi Osaka withdrawing from a major tennis tournament for “mental health” concerns. The Gwangju News recently caught up with Jocelyn Wright to discuss well-being, centering especially on students and teachers. — Ed.
G
wangju News (GN): Hello, Jocelyn. Thank you for granting this interview. When we first talked about the topic for this interview, you suggested that the focus be on well-being.
In many ways, the educational enterprise is much like a wide-scale campaign, and I genuinely believe that it is most successful when all parties give and receive in ways that are mutually beneficial for their well-being.
Jocelyn Wright: I did, so let me start by recounting a story to explain why. At one point deep into COVID-19 last year, I heard about a marathon. This one was exceptional for two reasons. The first was that it did not require any actual running! The second was that, while super easy, it was also very impactful. It basically involved sharing cards with people around us on which two simple words were written: “You Matter.” Stories on the campaign website [https://youmattermarathon.com/] attest to the benefits both for the givers and the receivers.
GN: Could you tell us what the scope of well-being entails within the educational context?
▲ You Matter card.
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Jocelyn: Sure. Recently, I asked students in a composition class to write about a wellness dimension where they faced a challenge personally but felt optimistic about change. As a prompt, I showed them a wheel with eight dimensions: physical, emotional, mental, spiritual, financial, vocational, social, and environmental. I think that sums the holistic concept up pretty well and explains why, even under “normal” circumstances, none of us – whether teachers, students, or administrators – comes to school burden-free every day. Given this, it is probably safe to say that the pandemic has affected all of us, although to different extents and in diverse ways at distinct times. Psychologically, the experience may have hardened some of us, or made us more resilient and determined. However, others may have felt more anxious, stressed, or vulnerable. Socially, some of us may have benefited from greater closeness and connection to loved ones, for instance, to family members. Yet, others may have felt lonely and isolated, particularly if living alone. Our physical health during the pandemic may have changed for better or for worse as we have adopted new eating, exercising, and sleeping habits. For some of us, adapting to
2021-06-24 �� 10:19:52
