Ipx!Xbt!Zpvs!Ebz! bu!Tdippm@ )MPROVING $IALOGUE ABOUT 4EACHER *OB 3ATISFACTION
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)NTRODUCTION (OW 7AS 9OUR $AY AT 3CHOOL
S
EAD THAT QUESTION AGAIN 7HAT DO YOU PICTURE 7HERE DOES THE SCENE TAKE PLACE 7HO IS THERE 7HAT S THE RESPONSE )F YOU RE LIKE ME YOUR lRST INSTINCT IS TO PICTURE A PARENT PERHAPS IN A KITCHEN TALKING TO A STUDENT GET TING HOME FROM SCHOOL )N FACT ) ASK MY OWN SON THAT SAME QUESTION EVERY DAY WHEN HE ARRIVES HOME FROM ELEMENTARY SCHOOL 4HE RESPONSE IS USUALLY SOMETHING UNENTHUSIAS TIC LIKE hlNEv OR hOKAY v ) TRY DAILY TO PRESS HIM FOR A MORE SIGNIlCANT ANSWER BUT ) M CONTINUALLY MET WITH THE TYPICAL GRUNTED RESPONSE )N TRUTH THIS IS ACTUALLY A POWERFUL QUESTION 7HEN WE ASK THIS OF OUR CHILDREN WE WANT TO KNOW 7HAT DID YOU LEARN TODAY 7ERE PEOPLE NICE TO YOU $ID YOU SUCCEED AT SOMETHING !RE YOU HAPPY $O YOU LIKE SCHOOL !RE YOU OKAY 4HESE ARE NOT TRIVIAL CONCERNS 7E ASK WITH THE DEEPEST CONSIDERATION AND COMPASSION 4HE GRUNTED ANSWER MAY BE NEITHER SUFlCIENT NOR VERY ENCOURAGING BUT WE STILL RECOGNIZE HOW IMPORTANT IT IS TO INVESTIGATE THE WELL BEING OF CHILDREN )N FACT RESEARCHER 0ETER 3CALES HIGHLIGHTS THE SIGNIlCANCE OF THIS QUESTION !LL THE DROPOUT PREVENTION AND SCHOOL REFORM LITERATURE CAN BE REDUCED TO A SINGLE CONCLUSION 9OUNG PEOPLE ARE MORE LIKELY TO STAY IN SCHOOL AND DO WELL THERE OR ANY OTHER PROGRAM IF THEY LIKE IT THERE !ND THEY ARE MORE LIKELY TO LIKE SCHOOLS IF THEY FEEL SAFE THERE IF THEY HAVE SUCCESSES THERE IF THEIR FRIENDS NEIGHBORS AND FAMILY ARE PROUD OF WHAT THEY DO THERE IF THEY
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HAVE FUN THERE AND IF THEY FEEL SOMEONE IN THE SCHOOL CARES FOR THEM
3O LET ME DIRECT THIS QUESTION TO YOU -AYBE YOU RE A lRST YEAR TEACHER LOOKING FOR GUIDANCE AS YOU FULlLL YOUR LIFELONG DESIRE TO WORK IN A CLASSROOM -AYBE YOU RE A SEASONED ADMINISTRATOR STRUGGLING AGAINST THE STATISTICS THAT SHOW TEACHERS LEAVING THE PROFESSION AT ALARMING RATES 2EGARDLESS OF YOUR ROLE IN EDUCATION DON T YOU DESERVE THE SAME CONSIDERATION AS YOUR STUDENTS (OW WAS YOUR DAY AT SCHOOL $ID ANYONE ASK YOU THIS QUESTION TODAY )F SO DID YOU ANSWER WITH A ONE WORD GRUNT .OW ASK YOURSELF AGAIN AND CONSIDER THE RAMIlCATIONS THIS SIM PLE QUESTION RAISES )N ORDER TO ANSWER IT WITH ANY DEGREE OF ACCURACY WE HAVE TO PONDER A HOST OF RELATED QUESTIONS (OW DID YOUR STUDENTS BEHAVE TODAY (OW DID YOUR PLANS GO (OW DID YOU SLEEP LAST NIGHT (OW MANY MINUTES DID YOU GET TO YOURSELF TODAY (OW ARE YOU FEELING ABOUT YOUR WORK 7HAT EXCITED YOU TODAY (OW SAFE DID YOU FEEL AT WORK (OW WERE YOUR COLLEAGUES (OW MANY MEETINGS DID YOU HAVE (OW MUCH GRADING DO YOU HAVE TO DO 7HEN S THE LAST TIME YOU EXERCISED OR TOOK TIME FOR YOURSELF 4HE CHALLENGES INVOLVED IN A SINGLE DAY OF TEACHING ARE STAGGERINGˆ AND THEREIN LIE THE JOYS STRUGGLES REWARDS SACRIlCES BENElTS AND REALITY OF BEING AN EDUCATOR !S YOU REmECT ON WHAT IT MEANS TO BE COMMITTED TO SUSTAINING YOURSELF AND OTHERS IN THE WORK OF EDUCATION REMEMBER TO STOP AND ASK YOURSELF THIS QUESTION WITH ALL THE CARE AND CONSIDERATION YOU
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WOULD GIVE A STUDENT 5SE THIS BOOK AS AN OPPORTUNITY TO ENGAGE IN AN INTENTIONAL THOUGHTFUL INQUIRY THAT WILL LEAD YOU TO YOUR OWN ANSWERS ABOUT IMPROVING JOB SATISFACTION FOR YOURSELF AND YOUR COWORKERS
Efßojoh!uif!Dibmmfohf ) BEGAN RESEARCHING THIS BOOK WITH A SIMPLE PREMISE IN MIND 4EACHER JOB SATISFACTION MATTERS /BVIOUSLY IT MATTERED TO ME HAVING BEEN A TEACHER FOR TWELVE YEARS BUT ) THOUGHT THE LARGER RELEVANCE WAS PERFECTLY CLEAR UNTIL ) SOUGHT TO GET FUNDING FOR THE RESEARCH IN THIS BOOK )NITIAL lNANCIAL SUPPORT CAME FROM THE #URTIS , #ARLSON &AMILY &OUNDATION BEFORE THEY SIGNED OFF ON THE PROJECT THEY CHALLENGED ME TO CONSIDER THE FOLLOWING QUERY 7E FUND PROJECTS THAT HELP STUDENTS SUCCEED (OW DOES HELPING TEACHERS HELP STUDENTS !T lRST ) WAS mABBERGASTED BY THE QUESTION ) HAD TAKEN IT FOR GRANTED THAT A POSITIVE WORK CLIMATE FOR TEACHERS WAS CENTRAL TO STU DENT SUCCESS 7HEN ) STOPPED TO THINK ABOUT IT THOUGH ) REALIZED THAT WE NEARLY ALWAYS FRAME EDUCATION ISSUES IN TERMS OF THE STUDENT NOT THE EDUCATOR &OR EXAMPLE WHEN WE READ NEWS REPORTS ABOUT CLASS SIZE WE FOCUS ENTIRELY ON THE EFFECT CLASS SIZE HAS ON STUDENT ACHIEVE MENT AND BEHAVIOR 7E PAY LITTLE OR NO ATTENTION TO THE EFFECT CLASS SIZE HAS ON THE EDUCATOR 4HE DIFFERENCE BETWEEN SPENDING AN HOUR TEACH ING STUDENTS VERSUS TEACHING OR MORE MAY SEEM INSIGNIlCANT TO THE AVERAGE PERSON BUT TEACHERS KNOW THE DRAMATIC EFFECT OF SUCH AN INCREASE ! COLLEAGUE ONCE TOLD ME THAT FOR EVERY STUDENT ABOVE IN A CLASSROOM IT FEELS LIKE TEACHING MORE ) HEARD THIS IN THE HALCYON DAYS WHEN ) STILL HAD ONLY STUDENTS IN MY CLASSES )T WASN T UNTIL MY CLASSES GREW TO THEN THEN AND ABOVE THAT ) TRULY UNDER STOOD WHAT MY COLLEAGUE MEANT -Y RESPONSE LIKE THAT OF ALL DEDICATED TEACHERS WAS TO TRY TO TEACH BETTER OR HARDER TO LESSEN THE NEGATIVE EFFECTS THAT INCREASED CLASS SIZES HAD ON OUR STUDENTS (ERE S THE QUESTION ) VE POSED AS ) CONTINUE MY RESEARCH $ON T LARGE CLASS SIZES HARM STUDENTS BECAUSE THEY CAUSE TEACHERS INCREASED FATIGUE AND DECREASED JOB SATISFACTION )N THIS CASE ISN T DIMINISHED LEARNING FOR STUDENTS INEXTRICABLY LINKED TO EDUCATORS INCREASED WORK
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LOADS AND DECREASED MORALE 9ET THIS IS NOT THE ANGLE MASS MEDIA OR THE GENERAL PUBLIC TAKES TOWARD TRENDS SUCH AS THESE .OT ONLY DOES PUBLIC DISCOURSE FAIL TO RECOGNIZE THE RELEVANCE OF THE TOLL ON EDUCATORS BUT IT ALSO SEEMS TO INCREASE PUBLIC SCRUTINY AND CRITICISM OF TEACHERS /NCE ) MADE THIS CONNECTION ) BECAME CONVINCED THAT CREATING A POSITIVE SCHOOL CLIMATE FOR TEACHERS IS NOT A SIDE ISSUE TO OR A DISTRAC TION FROM STUDENT SUCCESS BUT ACTUALLY A CENTRAL SOLUTION TO SO MANY OF THE OBSTACLES WE WORK TO OVERCOME 4HE TRUTH IS THIS s 7HEN ) WAS HAPPIER AND MORE RELAXED AS A TEACHER ) WAS ABLE TO WORK HARDER FOR OTHERS s 7HEN ) WAS HAPPIER AND MORE RELAXED AS A TEACHER ) WAS A BETTER COLLEAGUE s 7HEN ) WAS HAPPIER AND MORE RELAXED AS A TEACHER MY STUDENTS PERFORMED BETTER 4HE MULTIPLE BENElTS OF MY INCREASED PROFESSIONAL HAPPINESS WERE SO POWERFUL IN MY EXPERIENCE THAT ) BEGAN TO SEE THE RELEVANCE THROUGH OUT THE lELD OF EDUCATION 4HE OPPOSITE SIDE OF THE COIN OF COURSE IS WHAT HAPPENS WHEN TEACHERS ARE UNHAPPY AND FACING EXCESSIVE STRESS ) M CERTAIN THAT DURING THE PERIODS WHEN ) WAS NOT AS SATISlED OR JOYFUL IN MY WORK MY STUDENTS SUFFERED ) CAN CONlRM THIS WITH A QUICK REVIEW OF MY OWN MENTAL LIST OF UNSATISFYING CIRCUMSTANCES s &ATIGUE FROM THE REPETITION OF TEACHING THE SAME CONTENT EVERY YEAR s #ONmICTS WITH ADMINISTRATION s $ISTANCE FROM OR DISCORD WITH COLLEAGUES s 0ERSONAL FATIGUE ESPECIALLY AS IT AFFECTED MY FAMILY s ,ACK OF DECISION MAKING POWER OR CONTROL s 4OO MANY ROLES TO PLAY AS AN EDUCATOR )N MY OWN WORK LIFE AND IN THE EXPERIENCES OF MY COLLEAGUES ) SAW HOW SUCH CHALLENGES DRAIN A TEACHER S ENERGY 4HESE OBSTACLES ROB US OF
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G? C N 4 OL M? I@ I @ ^ L CP? O h ? [ N J ncg_ _ _ =B; MNLO=N b p_ n ]l_[ncp ` [ b =IH ` _ lm
g\_ [ls ni \ ile( Mn[ _ g ` m q Mn[` ln h_]_m h nb_cl _[fnb i f c f b mojj [ncm×_^ _lmih[ _mmcih[ j m i` [h^ _lm pc_q hn i` jl \ _ g_g _s _f_g e [m [ []ncih( m` m[nc
J!xbt!fydjufe!up!cf!uifsf/ ) LOVED THE CLASS -S 0EDERSON WAS A FABULOUS TEACHER AND MY CLASSMATES WERE EXCEPTIONAL 4HE TONE IN THE ROOM WAS ENGAGING AND INVIGORATING &ROM THE MOMENT WE WALKED INTO CLASS UNTIL THE MOMENT WE LEFT WE SPOKE ONLY 3PANISH -Y CLASS MATES APPARENTLY HAD NO TROUBLE HANDLING THIS REQUIREMENT ) ON THE OTHER HAND AVOIDED SPEAKING IF ) COULD GET AWAY WITH IT !LTHOUGH IT WAS A GREAT CLASS WHEN IT WAS TIME FOR DISCUSSIONS ) WOULD AVERT MY EYES AND SLINK DOWN IN MY CHAIR ) STUDIED ) TRIED ) FOLLOWED MOST OF WHAT ) HEARD AND READ "UT SPEAKING IN PUBLIC WAS HORRIBLE 3HE WOULD CALL ON ME AND SWEAT WOULD IMMEDIATELY BEAD ON MY BROW 4HESE EPISODES WENT SOMETHING LIKE THIS -S 0EDERSON 3E¶OR %KLUND 1U£ ES INSERT RAPIDLY AND BEAUTIFULLY SPOKEN 3PANISH HERE
84
%NGLISH TRANSLATION OF MY RESPONSE h9ES 0ANTS ARE GOOD IN BLUE ) LIKE VERY MUCH THE CLOTHES FOR PEOPLE TO WEAR IN THE DAY v
3LIGHT SNICKERING FROM MY CLASSMATES WOULD FOLLOW ) AM NOT RECALLING A MOMENT IN HIGH SCHOOL OR A COLLEGE COURSE HOWEVER !S A TEACHER THIS IS HOW ) SPENT MANY OF MY PLANNING PERI ODS FOR A SEMESTER 7ISHING TO RELEARN 3PANISH AND WANTING TO WATCH ONE OF MY FAVORITE COLLEAGUES TEACH ) ASKED -ARILYN 0EDERSON IF ) COULD SIT IN ON HER !0 3PANISH CLASS ) WOULD DO THE HOMEWORK STUDY FOR THE QUIZZES AND YES RESPOND WHEN CALLED ON 7HILE OCCASIONALLY EMBARRASSING AND CLEARLY QUITE HUMBLING ) CANNOT THINK OF TIME BETTER SPENT DURING MY PLANNING HOURS )N ADDI TION TO REACQUAINTING MYSELF WITH MY LONG LOST 3PANISH SKILLS ) ALSO REAPED A HOST OF BENElTS THAT WERE INSTRUMENTAL TO MY OWN PERSONAL AND PROFESSIONAL DEVELOPMENT 4HIS IS WHAT CONSTRUCTIVE USE OF TIME IS ALL ABOUT
6
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Efßojoh!ÓDpotusvdujwfÔ! 4HERE ARE A COUPLE OF COMMON PITFALLS WHEN IT COMES TO USING THE WORD hCONSTRUCTIVEv IN THIS CONTEXT 4HE lRST IS THE ASSUMPTION THAT IT MEANS hPRODUCTIVE v #ERTAINLY TEACHERS WHO USE THEIR TIME CONSTRUC TIVELY ARE PRODUCTIVE BUT THIS CHAPTER HAS MORE TO DO WITH lNDING A BALANCE BETWEEN WORK AND PLAY BETWEEN CORE RESPONSIBILITIES AND CHO SEN INTERESTS *UST AS #HAPTER INVITED YOU TO FOCUS ON BALANCE WITHIN
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YOUR WORK THIS CHAPTER INVITES YOU TO lND A BALANCE BETWEEN YOUR JOB AND YOUR hEXTRACURRICULARv PURSUITS !LTHOUGH THIS CATEGORY DESCRIBES EFFORTS THAT MIGHT TRADITIONALLY BE TERMED hEXTRACURRICULARv OR hCOCURRICULAR v IT S IMPORTANT TO NOTE THAT THIS IS NOT SIMPLY A CALL FOR RECREATION OR RELAXATION #ERTAINLY THERE IS AN ENERGIZING QUALITY TO ACHIEVING THIS BALANCE BETWEEN BUSI NESS AND PLEASURE BUT IT IS IMPORTANT TO RECOGNIZE THAT DISCOVERING THIS BALANCE IS NOT FRIVOLOUS 4HIS IS ABOUT lNDING MEANINGFUL OUTLETS FOR YOUR CREATIVITY ACQUIRING NEW SKILLS AND MAKING THE TIME TO FEEL SATISlED AND CHALLENGED IN YOUR PROFESSIONAL LIFE
Nbljoh!Ujnf!boe!Ubljoh!Ujnf 9OU MAY BE FORTUNATE ENOUGH TO WORK IN A SCHOOL THAT MAKES SUPERB DECISIONS ABOUT HOW TO GIVE TIME TO TEACHERS SO THEY CAN DO THEIR BEST WORK #AREFUL SCHEDULING JOINT PLANNING HOURS SUFlCIENT PREPARATION PERIODS AND THOUGHTFUL USE OF PROFESSIONAL DEVELOPMENT HOURS ARE ALL CRITICAL TO PROTECTING THE TIME OF EDUCATORS "UT THOSE PROTECTIONS WILL ONLY GO SO FAR !T SOME POINT TIME MANAGEMENT BECOMES A PER SONAL ISSUE 4HERE IS A FALLACY IN OUR CONCEPT OF TIME THAT SETS UP A MENTAL BLOCK WHEN WE TRY TO lND A HEALTHIER BALANCE IN WORK COMMITMENTS 7E OFTEN PHRASE OUR STRESS WITH THE WORDS h) KNOW ) SHOULD DO BUT ) DON T HAVE THE TIME v 4HIS SENTENCE REmECTS THE ENORMITY OF OUR MENTAL TO DO LIST 7HILE IT S TRUE THAT THERE ARE SIGNIlCANT DEMANDS ON OUR TIME ALWAYS RESIGNING OURSELVES TO THIS NOTION IS DEFEATING AND POTENTIALLY SELF DESTRUCTIVE /UR LANGUAGE WHEN DISCUSSING TIME IS FAR TOO PASSIVE IN THAT RESPECT 7E WEARILY THROW OUT THE SUGGESTION THAT IF WE HAD TIME THEN WE D SEEK NEW OPPORTUNITIES AND TAKE CARE OF OURSELVES ,EAVING TIME TO CHANCEˆHOPING TO lND THE TIMEˆIS THE SAME AS ADMITTING THAT WE ARE NOT GOING TO ACTIVELY MAKE THE TIME FOR THE THINGS THAT TRULY ENRICH OUR PROFESSIONAL LIVES )F WE MORPH THE ORIGINAL SENTENCE TO REmECT A MORE HOPEFUL PROACTIVE MINDSET WE MIGHT INSTEAD SAY h) KNOW ) NEED TO SO ) AM GOING TO MAKE THE TIME TO DO IT v 4HE PROBLEM FOR AN EDUCATOR IS THAT TIME DOESN T FEEL ENTIRELY LIKE A PERSONAL MATTER ! TEACHER S TIME DOESN T BELONG SOLELY TO THE TEACHERˆIT REALLY DOES BELONG TO THE STUDENTS "UT IF WE BELIEVE THIS TOO FULLY WE ARE AT SERIOUS RISK FOR BURNOUT )F WE THINK THAT BEING AN
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EDUCATOR MEANS ALWAYS hBEING THEREv FOR STUDENTS AT THE EXPENSE OF OUR OWN NEEDS THEN IT S NO SURPRISE THAT WE FEEL GUILTY WHEN WE MAKE EFFORTS TO RECLAIM TIME FOR OURSELVES 4HIS GUILT CAN EVOKE SOME CHALLENGING IMAGERY WHEN WE THINK ABOUT TAKING TIME BACK FOR OUR OWN SELF PRESERVATION 7E MAY IMAG INE A STACK OF PAPERS LEFT ON A DESK UNGRADED AND LOCKED AWAY FOR THE NIGHT 7E MIGHT PICTURE AN OFlCE DOOR CLOSED DURING SOME OF THE HOURS WHEN IT WAS ONCE OPEN OR AS A CLASSROOM CLOSED UP FOR THE EVENING EARLIER THAN IN THE PAST )NTERPRETED ON A VERY BASIC LEVEL PRESERVING TIME FOR OURSELVES MEANS TAKING SOMETHING BACK THAT WE ONCE WILL INGLY GAVE FREELY TO OTHERS &RANKLY WHEN ) TOOK THAT 3PANISH CLASS ) REALLY COULDN T AFFORD TO GIVE UP THOSE PLANNING HOURS 3ITTING IN THAT CLASS CERTAINLY TOOK AWAY SOME OF THAT PRECIOUS TIME ) HAD TO MEET WITH STUDENTS PLAN LES SONS AND GRADE AND ORGANIZE PAPERS "UT IN THE LONG RUN ) FOUND THAT ) COULDN T AFFORD NOT TO TAKE THE TIME 4HE SENSE OF RELEASE AND VARIETY THAT CAME WITH TAKING THE TIME TO DO THIS FED MY SPIRIT AND ENERGY IN A WAY THAT FAR OUTWEIGHED ANY CONSEQUENCES 5LTIMATELY MY STUDENTS BENElTED AS MUCH AS ) DID
Uif!Pqqpsuvojujft!Uibu!Tvsspvoe!Zpv "ASICALLY THE THRUST OF THIS CHAPTER IS TO CREATE A SENSE OF REINVENTION ABOUT WHAT A SCHOOL LIFE CAN LOOK LIKE ) THINK OF MY OWN EXPERIENCE WORKING IN A HIGH SCHOOL -Y CAREER THERE GAVE ME A SOCIAL LIFE SUP PORTIVE LIKE MINDED COLLEAGUES A GYM MEMBERSHIP USING SCHOOL FACILITIES CULTURAL OPPORTUNITIES CONCERTS AND PLAYS AND FREE ENTER TAINMENT GAMES AND EVENTS ˆNOT TO MENTION A VALUABLE ROSTER OF WORLD CLASS BABYSITTERS FOR MY CHILDREN !S ) WORKED HARD TO CREATE DISTINCT BOUNDARIES BETWEEN MY WORK AND PERSONAL LIFE ) ALSO BEGAN TO SEE WAYS THAT MY WORK LIFE COULD ENRICH MY PERSONAL LIFE 3CHOOLS PROVIDE ACCESS TO AN EXPERIENCE THAT FEW PEOPLE GET TO ENJOY IN A WORKPLACE 4HE CULTURAL AND GENERATIONAL DIVERSITY WITHIN A SCHOOL COMMUNITY IS QUITE REMARKABLE 4HE BACKGROUNDS AND TRADI TIONS OF YOUR STUDENT BODY AND STAFF PROVIDE COUNTLESS OPPORTUNITIES TO PARTICIPATE WITH AND LEARN FROM A VARIETY OF PEOPLE 4EACHERS ALSO HAVE A RARE WINDOW INTO THE LIVES AND PERSPECTIVES OF A YOUNGER GENERATION ,EARNING FROM YOUR STUDENTS ABOUT THEIR INTERESTS AND SKILLS IS NOT ONLY A KEY PART OF BUILDING RELATIONSHIPS WITH STUDENTS BUT ALSO GIVES YOU EXPOSURE TO A WORLDVIEW AND UNDERSTANDING THAT MOST ADULTS LACK
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)N PART THIS CONVERSATION IS ABOUT HOW YOU BENElT FROM THE SCHOOL NOT JUST HOW THE SCHOOL BENElTS FROM YOU 4OO OFTEN WE ADOPT A STANCE THAT IS ENTIRELY ONE SIDED 7HAT CAN ) DO FOR THIS SCHOOL "Y DOING SO WE OVERLOOK THE NOTION THAT BY ENGAGING WITH THE SCHOOL DIFFERENTLY AND USING OUR TIME DIFFERENTLY WE TOO CAN BE RECIPIENTS OF ALL THAT A SCHOOL HAS TO OFFER !SK YOURSELF THESE QUESTIONS s 7HAT SCHOOL RESOURCE THAT YOU PRESENTLY DON T USE COULD BENElT YOU PERSONALLY OR PROFESSIONALLY s 7HAT AFTER SCHOOL ACTIVITY MIGHT YOU PERSONALLY BENElT FROM BUT PRESENTLY DO NOT SCHEDULE IN YOUR LIFE ! SCHOOL COMMUNITY IS A RESOURCE THAT IS ALMOST UNLIMITED IN ITS POTENTIAL TO ENRICH YOUR LIFE 0ARTICIPATING IN THE ACTIVITIES OF A WIDE VARIETY OF ADULT AND STUDENT GROUPSˆEVERYTHING FROM CHESS CLUB TO IMPROVISATIONAL THEATERˆARE ALL OPPORTUNITIES TO INTERACT AND STRETCH YOURSELF BEYOND WHAT YOU MIGHT NORMALLY EXPERIENCE 7HILE THE lNAN CIAL PERKS OF TEACHING MIGHT BE FEW THE BENElTS OF HOW YOU USE YOUR TIME WITH THE SCHOOL CAN BE TREMENDOUS
Nbobhjoh!Ujnf!po!b!Qfstpobm!Mfwfm /F COURSE HAVING A RICH AND BALANCED LIFE ISN T JUST ABOUT CONNECTING WITH THE SCHOOL ITSELF )T S ABOUT MAKING YOUR TIME YOUR OWN AND THAT HAS LITTLE TO DO WITH YOUR SCHOOL OR COLLEAGUES 4HE LOGICAL FOUNDATION OF THIS CONVERSATION IS SOMETHING WE ALL KNOW TO BE TRUE THE HAPPIER AND HEALTHIER WE ARE AWAY FROM WORK THE HAPPIER AND HEALTH IER WE LL BE WHILE AT WORK 4HIS HAPPINESS IS ABOUT INDIVIDUAL HEALTH RELATIONSHIPS PURSUIT OF PERSONAL INTERESTS AND MAINTAINING TIME FOR ALL OF THE ABOVE 4O TRULY TAKE CONTROL OF OUR TIME WE NEED TO REFRAME OUR VIEW OF OUR WORK AND THE VALUE OF OUR TIME 4HINK ABOUT THE WAY YOU CUR RENTLY SPEND YOUR hFREE TIME v AND ASK YOURSELF THE FOLLOWING QUESTIONS s )F YOU DEDICATED ONE PLANNING HOUR A WEEK TO DOING SOMETHING FOR YOUR OWN PERSONAL AND PROFESSIONAL BENElT BESIDES CLASSROOM TASKS WHAT WOULD YOU CHOOSE TO DO WITH THAT TIME
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s )F YOU DEDICATED ONE EVENING A WEEK TO DOING SOMETHING FOR YOUR OWN PERSONAL AND PROFESSIONAL BENElT BESIDES SCHOOL DUTIES WHAT WOULD YOU CHOOSE TO DO WITH THAT EVENING .OTICE THAT BOTH OF THESE QUESTIONS IMPLY THAT YOU NEED TO GIVE UP ONE THING IN ORDER TO GAIN ANOTHER ! PLANNING HOUR USUALLY SPENT IN ONE FASHION IS GOING TO BE REDEDICATED TOWARD ANOTHER GAIN 4HIS IS ALL PART OF THE ATTITUDE YOU NEED TO ADOPT IF YOU ARE GOING TO GUARD YOUR TIME FOR THE THINGS THAT ENERGIZE YOU !S AN EXERCISE PLAN OUT A WEEK OF YOUR TEACHING IN WHICH YOU SCHEDULE NOT ONLY YOUR LESSONS AND PRIOR COMMITMENTS BUT ALSO YOUR FREE TIME INCLUDING YOUR PLANNING HOURS "EFORE THIS TIME COLLAPSES IN ON ITSELF SCHEDULE YOUR OWN NEEDS INTO THE AVAILABLE TIME 3EE IF YOU CAN BALANCE YOUR WORK AND COMMITMENTS WITH TIME FOR SOCIALIZING AND ENGAGING IN OTHER ACTIVITIES )F YOU ARE NOT IN THE HABIT OF SCHEDULING TIME FOR THE THINGS YOU WANT TO ACCOMPLISH PERSONALLY GET IN THE HABIT )F THE THINGS YOU CARE ABOUT ARE NOT PROTECTED WITHIN YOUR SCHEDULE THEY ARE TOO LIKELY TO GO AWAY 9OU NEED TO SCHEDULE YOUR OWN TIME IN A MANNER THAT CREATES SPACE FOR YOU TO SUSTAIN YOUR ENERGY AND PURSUE YOUR INTERESTS 4RY THIS FOR A MONTH !T THE END OF THE MONTH ASSESS THE IMPACT THIS HAS HAD ON YOUR PROFESSIONAL PERFORMANCE AND PERSONAL ENERGY (OW DID SCHEDULING TIME FOR YOURSELF AFFECT YOUR ATTITUDE ABOUT WORK !BOUT STUDENTS !BOUT COLLEAGUES 7HEN YOU VALUE YOUR TIME FULLY AND lND A BALANCE THAT FEELS RIGHT THIS IS A TREMENDOUS BOOST TO YOUR STRENGTH AS AN EDUCATOR 7HETHER YOU PURSUE YOUR INTERESTS AT SCHOOL IN THE AVAILABLE TIME DURING AND AFTER SCHOOL HOURS OR SEEK OUTSIDE OPPORTUNITIES FOR GROWTH THROUGH OTHER CLASSES OR ACTIVITIES THE POINT IS TO MAKE TIME FOR THE THINGS THAT REFRESH CHALLENGE AND ENERGIZE YOU 5SE THE PER SONAL INVENTORY BELOW TO GET STARTED ; 3EE HANDOUT 5/2 ON #$ 2/- =
qfstpobm!jowfoupsz 4HE ITEMS BELOW DESCRIBE FREQUENT THEMES THAT ARISE IN 3EARCH )NSTITUTE S STAFF DEVELOPMENT TRAININGS WITH EDUCATORS 5SE THESE ITEMS TO REmECT ON YOUR OWN TIME COMMITMENTS
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Wbmvjoh!Tubgg!Ujnf!bu!uif!Jotujuvujpobm!Mfwfm ! KEY INGREDIENT TO ENSURING THAT STAFF MEMBERS EXPERIENCE CONSTRUC TIVE USE OF TIME IS TO MAKE IT A SCHOOLWIDE PRIORITY )T S IMPORTANT TO OPEN UP THIS DISCUSSION WITH THE ENTIRE STAFF BECAUSE THE MORE EFFEC TIVELY COLLEAGUES ARE SUPPORTED IN THIS EFFORT THE MORE LIKELY IT IS THAT THEY WILL USE THEIR TIME TO RECHARGE AND PURSUE THE INTERESTS THAT RENEW THEM !S STAFF MEMBERS WORK ON PERSONAL GROWTH IN THIS AREA
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