Stress management for teachers
Some practical strategies
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StressManagment
Some practical strategies
Focus on what is in your control We like to be in control of our day, we spend a lot of time planning to ensure that our classes go smoothly. However, we cannot control everything as schools are full of people and unexpected events. We often get stressed about the things which are outside our control. Take a moment and make a list of those things which are causing your stress. Now divide these things into two lists, things which are within your control at the moment and things which are not in your control at the moment. Decide to focus on the things which are in your control and do something about them. Put the others aside. We tend to obsess about those things which are outside our control. Be your own best friend Positive self-talk is vital. What would you say to your best friend if they were having a bad day? Would you tell them they were a useless, outdated teacher who couldn’t cope? Probably not. And yet we often say these things to ourselves. Decide to talk to yourself as you would talk to your best friend. Write down 6 highlights of the day Our minds tend to dwell on the negatives of the day - the classes we had problems with, the colleagues who do not agree with us. Decide to train yourself to see the positives. At the end of each day, write down 6 highlights of the day. A highlight can be quite a small thing. Get into the habit of noticing what is working and do more of that. Offload in a safe way Supportive friends and colleagues are very important. Sometimes we just need to talk to someone. Be careful that you choose someone who is a good listener and make it clear what you need from this person. If we just want to rant and someone tries to give advice, it can be counter-productive. We are left feeling more stressed! Notice energisers and drainers We all know people who drain our energy. We feel worse after being with them. We also know people who energise and inspire us. We have activities which energise and activities which drain us. We need to more spend time with the people and on the tasks which energise us and less time with the people and tasks which drain our energy. Learn to say no Teachers are often very bad at saying ‘no’ to jobs and tasks. It is of course very important to be co- operative and helpful, but if you are always overloaded, think about how this is contributing to your stress. If you are taking on too much, learn to say ‘no’ – politely of course! And finally…. We all remember an inspiring, positive teacher and we all remember those teachers who were stressed and not enjoying their teaching. Keep yourself motivated if you want to keep your pupils motivated! References Ader, R. and Cohen, N. 1984. Behaviour and the Immune System, in W.D. Gently (Eds.) Handbook of Behavioural Medicine, Newyork: Guilford, pp.117-173. Atkinson and Hilgard 2003. Introduction to Psychology, New Delhi, Cengage Learning India Pvt. Ltd, pp. 493-524. Beer, J. and Beer, J. 1992. Burnout and Stress, Depression and Self-esteem of Teachers, Psychological Reports, 71(3): 1331-1336. Chan, A.H.S., Chan, K. and Chong, E.Y.L. 2010. Work Stress of Teachers from Primary and econdary Schools in Hong Kong. Proceedings of the International Multi conference of Engineering and Computer Sciences, 3: 1-8. Dash, M. 2004. Education in India-problems and perspectives, New Delhi, Atlantic Publishers and Distributers, pp. 312-317. Easwaran, E. 1997. The End of Sorrow: The Bhagavad Gita for Daily Living (Vol. I), Mumbai: Jaico Publishing House. Ekundayo, H.T. and Kolawale, A.O. 2013. Stress among Secondary School Teachers in Ekiti State. Nigeria Journal of Educational and Social Research, 3: 311-317. Eres, F. and Atanasoska, T. 2011. Occupational Stress of Teachers: A Comparative Study between Turkey and Macedonia. International Journal of Humanities and Social Science, 1 (7): 59-65. Eysenck, M.W. 2001. Simply Psychology, UK, Psychology Press Ltd. pp. 61-75. Finlay-Jones R. 1986. Factors in the teaching environment associated with severe psychological distress among school teachers. Aust N Z J Psychiatry, 20(3): 304-313. Fletcher, B. and Payne, R.L. 1982. Levels of Reported Stressors and Strains Amongst School Teachers, Some UK data. Educational Research, 34: 267-278. Jeste, D.V. and Vahia, I.V. 2008. Comparison of the conceptualization of wisdom in ancient Indian literature with modern views. Psychiatry, 71(3): 197 – 209. Kaur, S. 2011. Comparative Study of Occupational Stress among Teachers of Private and Government Schools in Relation to their Age, Gender and Teaching Experience. International Journal of Educational Planning and Administration, 1: 151-160. Kyriacou, C. 1987. Teacher stress and burnout: An international review. Educational Research, 29: 89- 96.Lazarus, R.S. and Folkman, S. 1984. Stress, Appraisal, and Coping. Springer, New York. Download 31.26 Kb. Do'stlaringiz bilan baham: |
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