Hello my friends!
Teaching is an emotional endeavor. Teachers may experience happiness when students accomplish an important task, frustration when students cannot grasp a concept, disappointment with lack of effort. Teachers try to regulate their emotions because they believe it helps them achieve their goals.
But one factor that is important is the intensity of the experienced emotion. The perceived intensity of anger and frustration episodes was associated with longer duration of the emotion episodes, intrusive thoughts, immediate actions in the classroom and doing something specific to cope. High intensity episodes were associated with changes in teachers’ classroom behaviors and may influence their teaching effectiveness. Teachers who reported high levels of emotions intensity were more likely to endorse the effectiveness of showing negative emotions and had lower levels of teacher efficacy than teachers reporting lower levels of emotion intensity. These high intensity teachers show their emotions more often in the classroom and are less likely to regulate their emotions, they have lower confidence in their skills to manage or teach effectively than low intensity teachers. So, there is a relationship between burnout and emotion regulation, so we will discuss two emotion regulation strategies which are associated with reducing negative emotions. In this course we will consider the following strategies the antecedent-focused strategies and those that are response focused.
Teachers need to learn about their hot spots and try to develop cool nodes. Keeping an emotion teaching diary may help identify if there are common patterns in timing, situations and antecedents of intense emotion episodes. Once hot spots are identified, teachers can plan to prevent them. For instance, if a hot spot for one teacher is constant talking among students then she may change student seating arrangements to prevent student interactions.
Because teacher’s negative emotions are typically aroused when students misbehave or do not pay attention, teachers can learn to use specific management strategies such as have the class do a quiet activity or redirecting students in order to prevent situations escalating. Teachers report that reflecting during the difficult situations also can help them manage their emotions more effectively. Some teachers use appropriate humor and initiate classroom situations that enhance students’ positive emotions. They can also engage students in discussions about emotions, strategies for emotion regulation and the possible consequences of inappropriate emotion expression in the classroom.
These strategies are characterized by the modulation of experiential, behavioral or physiological emotion responses late in the generation of the emotion response. The most commonly described response focused strategy during the emotion episode is suppression when a teacher tries to keep her face passive and not say anything inappropriate. This is often an ineffective strategy but teachers may find no other immediate alternative. Reducing the physiological response by pausing and breathing deeply is commonly used by teachers. Or stepping back from the situation during the immediate emotion episode and relaxing at the end of a difficult school day. Talking at the end of the day is a good strategy of many teachers.
Here are the 12 steps towards managing your difficult emotions and work stress
1.Make a note of any negative feelings you still have about your teaching role – outside as well as inside the classroom. Take notes of any resentment that you feel towards your school or your employers or your colleagues.
2.Describe your largest work stressor in detail.
3.List two other work stressors you are experiencing.
4.Identify how you respond to your specific work stressors. keep a stress diary, recording what causes you stress, when and where. Learn to recognize your stress signals, your symptoms. For example, When I write a book most of the time I feel anxious about the deadline. My thought is “I will never make it!”, So I work faster, I have headaches and sometimes I work longer.
5.Set specific and observable goals to respond more effectively to your work stressors. Be better prepared for them when they happen. It is better to make changes in one or more of the following areas:
a)You can change your thoughts, for example alter your perfectionist attitude.
b)You can implement healthy stress management techniques for example exercise or relax.
6.Pace and balance yourself
Take minibreaks throughout your day to reduce symptoms of tension and stress. In the following videos I will show you brief combination techniques which they need not take more than a few minutes and the payoff can be seen in increased mental alertness and productivity. Choose leisure activities that balance the unique stresses of your job. For example, as a teacher your job requires much sitting or mental concentration so consider a complementary leisure activity such as aerobic exercise or a school is a controlled environment so you need an activity such as hiking in nature.
7.When one reaches the stage of burnout, there is emotional, physical and mental exhaustion Asking your manager or headteacher for support when you need it can be a vital part of your wellbeing at work. By speaking about your concerns and feelings, your senior may be able to put things in place that will decrease your chances of burnout. Reach out to those close to you when you are feeling depleted. Talking things over is the simplest way to relieve some anxiety. Ask your colleagues, family and friends if they can offer support and guidance. Social support is a recognized way for people to deal with stress.
8.Go home on time. Be sure to get plenty of rest, avoid alcohol and cigarettes and eat properly.
9. Please separate your home life from your school life. Leave work at work. Do not work at home!
10. Be realistic in what you can accomplish compared to what you want to accomplish.
11. Make your class or your workspace more comfortable. Change positions. Achieving a good fit between you and the computer can make you more productive and your work experience more comfortable. Adjust your keyboard when you change posture. Relax and rest your elbows by your torso when you use your mouse. Have an appropriate illumination when reading your books or printed materials.
12.You can reduce your stress levels by laughing which lowers the stress hormones including cortisol epinephrine and adrenaline and strengthens your immune system by releasing positive hormones. Laugh alone when you feel something is funny. Seek out cartoons and comedy films. Look for the funny side of life and share it with your colleagues.
This text is from my online course
TEACHER EMOTIONAL RESILIENCE ONLINE COURSE