One of the concepts I’ve been the most interested in since the pandemic started is why some educators are surviving or even thriving and why some are not. What has been the difference-maker? In my work I am so incredibly fortunate to work with districts coast-to-coast, so I’ve been able to touch base with some of these educators to have discussions about why they feel they’re doing well in spite of the difficult circumstances.
This blog or these findings are not meant to make anyone struggling feel guilty. If you begin to feel that way please take a moment, a deep breath, and let it go. These are simply some observations I’ve made and this understanding could help us know what to begin to focus on for the future.
There are definitely some commonalities between the people that are making a successful go of this. To be clear, these people still come across challenges. They still struggle with some aspects of the job and because we are in a pandemic, are still dealing with personal challenges. But they are still liking (or in some cases even loving) their jobs. I found three pieces that educators had in place prior to the pandemic that seem to be helping them teach successfully now.
They already practiced self-care and had healthy boundaries
Educators who already understood the importance of self-care and setting healthy boundaries seem to be more tolerable of pandemic learning. Why? A couple reasons. First, self-care is one way you build resilience. Second, if you already have an implemented self-care regiment, you are more likely to continue that self-care during times of adversity because it’s been established as a habit.
Healthy boundaries are, of course, extremely important and a part of self-care as well. Educators who set healthy boundaries before were more likely to be able to figure out how to set them again in this new normal. One educator I currently work with set boundaries by not allowing himself to work after 4:30pm during the week with the exception of Wednesday when he worked until his work was finished and Friday when he quit as soon as school “let out.” He still facilitates clubs. He’s still on some committees. But he only commits to what he knows he can fit onto his plate with the appropriate boundaries.
They had elements of personalized learning already embedded in their teaching
Teaching online requires a very specific skillset and background knowledge of the best-practices in online teaching and learning. However, for educators who had implemented elements of personalized learning into their classrooms pre-pandemic and then continued some of those structures during pandemic learning they may have found success as many of the best practices in online teaching and learning mirror what we would consider to be best practices in personalized learning. Student-centered, voice and choice in learning, and pacing options are all pieces of personalized learning that align to online learning. Therefore, for some, this was an easier transition.
As far as hybrid learning (or HighFlex, whatever you want to call it – I’m not a fan) this can be more successful from the standpoint of teacher stress if the in-person students are taught like online students versus the online students trying to be taught in-person because of the elements of personalized learning. Also, teaching this way could potentially mimic more of a true blended learning approach. You can find more thoughts that I had on that here.
They had interest in (or at least openness to) technology and the cycle of risk-taking
When I worked with a district in Pennsylvania to help them begin their online cyber program pre-pandemic, they hired their online teachers based on their ability to create relationships with students, their use of elements of personalized learning in their current classrooms, and their interest in technology. When working with the cohort of teachers, some of them did not have the technology skills that you might imagine that online teachers would have but they learned. They asked questions. They took risks and failed. Laughed about it. Tried again.
Of course, as important as the interest in technology was their willingness to fail and grow.
One Other Element
The one umbrella element that also seemed to be true that was a bit more out of the educator’s control was the support of the district and how well district administration themselves actually understood online teaching and learning. During the pandemic I’ve witnessed district cultures center around everything from “we need teachers to come in so we can verify they are doing their jobs” to “we are working to figure out how to best support teachers in their current situations so they feel safe.” Of course, the climate and culture of a district had also been set by the time the pandemic hit, and the shuffling and changing that needed to take place only served to highlight the strengths and weaknesses of the district as a whole. Areas like administration providing social-emotional support to teachers (more on that here) to the support of the risk-taking cycle (more on that here) was present in some form prior to the pandemic. The pandemic highlighted how important robust, positive support in these areas has become.
If there is one thing we can all agree on when it comes to the pandemic it’s that we have discovered ways that we can improve moving forward. I believe that by taking time to notice themes and patterns we can start to qualify more specific areas in need of growth instead of just “we need to do better.” While some of the struggle can be externally located, there are also opportunities (I’d argue the three above, for example) that we can take ownership of and personally empower ourselves to move forward. This way, maybe more educators can survive and thrive versus feel like they can’t keep their heads above water both post-pandemic and for future adversities.
You can hear a bit more about this concept on one of my latest podcast interviews with @dyknow: Being Mindful of Teacher Mental Health
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