Creating a Classroom Culture for Learning: Well-being (part 2 guilt)

There will always be more to do...

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In part 1 I argued the need for teachers to fully engage in a positive mindset towards well-being, otherwise attempts to have a positive work life balance will be futile.  Although pressures placed on teachers by school leadership, and short term knee jerk reactions by government ministers often make it difficult for teachers to have a sense of well-being.  In my opinion, the biggest barrier to achieving such a balance is ourselves.  We often refer to our employment as a vocation rather than a job.  We talk about teaching as a calling.  We surround ourselves with emotive language to remind ourselves of the importance of our profession.  Phrases such as

"We are not just teachers we are managers of the worlds greatest resource: Children!"

"Every child matters"

"No child left behind"

"What sculpture is to a block of marble, education is to the human soul"

"Education is not filling of a pail but the lightening of a fire"

"Squeeze every last drop of learning out of every lesson"

are constant sources of inspiration but also place a heavy burden on our shoulders. And often this burden goes by the name of guilt.  The kind of guilt caused by thinking that you are not doing enough to help someone or some people.  Perhaps you have a student or students who is/are constantly struggling to understand a certain concept, but now you have other obligations during the weekend you must fulfil.  Or you receive an email form a parent at 9pm about how his/her daughter is frustrated and upset that she does not seem to understand the Order of Operations in Maths, yet her work shows that she has a grasp of the basics.  This is despite the fact that you have already given days and weeks of your free time considering this student when planning your lessons, but now you find you can't continue to do so.  Why? Perhaps your own children want to have you for a little while, or you life partner would like to hang out, or other students warrant your attention. Whatever the reason the guilt now starts to get to you, yet you continue to try to figure out ways to help the students despite the toll it's taking on you. Psychologists use the term 'compassion fatigue to explain this feeling of being burnout.

Remember it is your choice whether you wish to continue to make sacrifices needed to help the students, however also remember that acting out of guilt can only drain you further and make you a less effective teacher.  Your well-being is important to the long term success of your students.  If you can't maintain your health, how are you expected to control the climate in your classroom.