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Why Try So Hard?



Why Try So Hard?

Teachers around the country and the world are scrambling to support students. They are passionate but not getting the same satisfaction in their work. Emotional batteries are running on empty all across the nation. Teachers are balancing home lives and teaching. Parents are juggling jobs and kids. Kids lack much of the structure that supported their development. The effort that must be put forth to educate students in the current situation is causing some to burn out (England, 2020).

The teachers at my site are trying to stay positive and push on but every day they get up to teach they are reminded of the fact that only half of their students are engaging in instruction regularly. Of these only a fraction complete the daily assignments. They are left with questions about how meaningful their efforts are. Why try so hard? We are no longer testing students or giving real grades. 

While not all students are engaged in the offered activities, some are. Teachers may not feel as though they are making a difference but students know that they are available if needed. There is consistency in that knowledge that is not easily quantified. It mentally fulfills the human need for support beginning with belonging (Marzano, Warrick, Rains, & Dufour, 2018, p. 43). This is one reason we should continue to provide academic support for students.

This leads to another question. How can we ensure our teachers stay emotionally healthy during this unprecedented time of stress and anxiety? We need to let teachers know that it is okay to set boundaries for "work." With communication available only online, parents and students are reaching out at all hours of the day and night. Encourage teachers to set office hours to differentiate between home and work life. Leaders should also ensure that they are sending the consistent message that they are acknowledged and appreciated. Teachers must also understand that you are available to help them out (Adams, Caposey, & Isiah, 2018). 

As our teachers strive to support students administrative leaders should strive to support teachers. We try so hard because what we do matters.

References:

Adams, J., Caposey, P. J., & Isiah, R. (2018). #Fullycharged: 140 battery charging Maslow & Bloom strategies for students, parents, and staff. Monterey, California: Healthy Learning.

England, S. E. (2020, April 19). Anchored in education - decreasing stress & anxiety. Retrieved April 15, 2020, from https://podcasts.google.com/?feed=aHR0cHM6Ly9hbmNob3JlZGluZWR1Y2F0aW9uLmxpYnN5bi5jb20vcnNz&episode=YWM1ZDJmNDMtNzVkYS00NjhjLTgxMzEtZTUxYzMzYTY3MzA1&hl=en&ved=2ahUKEwig6oiIsIrpAhWSsp4KHQ2vAWEQjrkEegQIBhAI&ep=6

Marzano, R. J., Warrick, P. B., Rains, C. L., & Dufour, R. (2018). Leading a high reliability school: Use data-driven instruction and collaborative teaching strategies to boost academic achievement. Bloomington, IN: Solution Tree.

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