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1 2 3 4 5 6 7 2 By 2010, 2 million teaching positions will need to be filled in schools across the nation due to:  Imminent retirement of the Baby Boomer.

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Presentation on theme: "1 2 3 4 5 6 7 2 By 2010, 2 million teaching positions will need to be filled in schools across the nation due to:  Imminent retirement of the Baby Boomer."— Presentation transcript:


2 1 2 3 4 5 6 7 2

3 By 2010, 2 million teaching positions will need to be filled in schools across the nation due to:  Imminent retirement of the Baby Boomer generation  Increasing novice teacher attrition rates  Currently, almost 50% of novice teachers leave the profession within the first 5 years of entering the classroom 3

4 In contrast to the procedures followed by novice professionals in other careers, novice teachers are expected to:  Have full classroom responsibility from day 1  Assume similar teaching responsibilities and demands as more experienced colleagues As a result of such “sink or swim” situations, novice teachers frequently feel overwhelmed and stressed. 4

5 Phases of Teaching Excitement, Idealism, Anxiety, Romanticism Question Commitment and Competence, Low Morale Overwhelmed, Exhausted, Living Day-to-Day Coping Strategies to Prevent, Reduce, or Manage Problems Consider Successes & Failures: Begin Planning for the Next Year 5

6 What is Stress? Stress is defined as a state of mental or emotional tension due to involvement in adverse and demanding circumstances. (Selye, 1975) 6

7 The well-being of a person is dependent upon the balance between positive and negative stress. Kinds of Stress Eustress “Positive Stress”  Elicited when one views the work to be done as achievable.  Gives one drive, energy and enthusiasm.  Acts as a motivator.  Increases the ability to be successful if one has the means and time to contribute to the work. Distress “Negative Stress”  Occurs when there is an imbalance between what is realistic and what needs to be done.  Can adversely impact a person’s mental and physical welfare.  Keeps one in a state of “fight or flight” far longer than is healthy. 7

8 Physiological Signs of Stress Physiological signs of stress are characterized by a “fight or flight” flight”response. Excessive fatigue Chest tension Dilation of pupils Difficulty sleeping Rapid heart palpitations Increase in blood pressure Excessive perspiration Increases in Smoking, Drinking or Drug Abuse Changes in eating habits Sadness And Crying Difficulty in swallowing 8

9 Overt Behavior Counter Behavior  Defensiveness  Crankiness  Irritability  Angry interactions with others  Withdrawal from friends, family, colleagues  Heightened sensitivity Dysfunctional Behavior The Alteration of Behavior due to Stress  Impaired functioning in skill performance  Distorted perceptions of situations.  Heightened anxiety & nervousness  Difficulty concentrating & making decisions  Excessive self-criticism  Excessive activity or a desire for inactivity.  Distorted perceptions of situations  Distorted facial expressions like tics or twitches  Consistent skin flushing or blushing. 9

10 Personal Interpersonal Organizational Systemic Sources of job-related stress for teachers originate from several levels: 10

11 Involves psychological or emotional self concerns related to a teacher’s self-esteem, personal goals, changing values, social needs, and personal competence and abilities. Prevalent personal risks Other prevalent personal risks: –Personal/Career-based unfulfillment –Inadequate practical preparation –Developing personal/emotional student attachments –Personal time management issues These items may lead to low self-esteem, low morale, and a lack of personal competence. Personal Self-punishment Self-estrangement Isolation Meaningless-ness 11

12 Personal: Survival Strategies Psychological Health Practices Psychological Health Practices Emotional Health Practices Emotional Health Practices Physical Health Practices Physical Health Practices  Monitor your spiritual wellbeing  Be emotionally aware  Relaxation techniques  Find humor in situations  Use affirmations  Seek counseling  Pace yourself  Recognize your accomplish- ments  Take things less seriously  Identify negative behaviors  Desensitization 12

13 Interpersonal Stems from the pressure and expectations to build and maintain good working and personal relationships with students, parents, colleagues, supervisors, and family. Prevalent interpersonal risks Other prevalent interpersonal risks: –Parents’ expectations of teachers’ role and involvement with students –Miscommunication of novice teacher’s needs and expectation –Avoiding the development of personal/emotional student attachments –Balance between family and work These items may lead to feelings of loneliness, frustration, isolation and alienation which add to increasing stress levels. Maintainingpositiverelationships Managing student studentmisbehavior Lack of colleague support support Lack of administrativesupport 13

14 Interpersonal: Survival Strategies  Aim for a win-win solution  State the situation from your perspective, but not as the indisputable truth  Give your reasons for wanting consensus  Offer possible solutions  Be wary of: know-it-alls, moaners, procrastinators, bullies, the quiet ones, killjoys.  Portray yourself in the best light - Be friendly & make others feel important - Take time to listen with care - Give credit when due  Be assertive, not aggressive - Openly express opinions & discuss issues and problems - Know when to say no - Monitor body language, facial expressions, and voice intonation  Give & receive feedback  Self-modify behavior - Identify, count, and change behaviors 14

15 Organizational Involves stress related to and derived from the school environment, the administration, and other organizational-level elements which largely and directly affect teachers and their instruction. Prevalent organizational risks Other prevalent organizational risks: –Excessive workload due to job enrichment or expansion –Teaching and home-life conflict due to having to take work home to complete –Inadequate physical working environment –Time management dilemmas These elements are largely out of teachers’ control and work to increase feelings of powerlessness and frustration. Designated work load Administrative - based paperwork Locus of Control Lack of administrativesupport 15

16 Organizational: Survival Strategies BeforeSchoolStarts The First Days Of School School During 16

17 Organizational: Survival Strategies BeforeSchoolStarts Find out about systems of support and assistance from other teachers Find out about school-wide student management policies Determine procedures for the classroom Assignments, monitoring progress, feedback procedures, supplies and materials 17

18 Organizational: Survival Strategies The First Days Of School School Prepare a letter home to parents to introduce yourself Required paperwork Have lesson plans, warm up & short activities, prepared for the first week Establish in-class procedures such as preparing class roster & seating charts Determine the school assembly schedule 17

19 Organizational: Survival Strategies Skill Usage Environment Administration Use the “little and often” approach to tackle administrative tasks. Pace yourself through times that you know will be busy. Offer to help colleagues out – the favor will be returned. Maximize the potential of your work and classroom area. Keep a plant or flower in the room and have students care for it. Keep walls and displays cared for and up-to-date. Don’t clutter wall space Voice concerns Try to switch responsibilities. Be clear that you don’t want to reduce your tasks, only pursue better- suited ones. Be honest with what you can offer to your school. 19

20 Systemic The repercussions and impacts of factors from the systemic level have influential effects on educational institutions and can critically undermine the efforts of teachers and their professional self-esteem. Prevalent systemic risks Other prevalent systemic risks: –Misinformed public perception of the teaching profession –A lack of understanding of the teaching profession and elements that the job entails. Self-doubt Benefits and salaries based on state funding Self-criticism Job expansion andenrichment 20

21 Systemic: Survival Strategies Workload Locus of Control AccountabilityPowerlessness Systemic- based Stress During inspection times: Keep blood-sugar levels stable Talk to colleagues about their experiences Utilize your school’s support systems. Do not attach yourself to the outcome Ensure your voice is heard to reduce such feelings. Become involved in decision- making processes. Keep records of decisions that have adverse effects on you and make suggestions on how to improve situations. Identify the autonomy that you DO have in your work. Identify if the school management likes to empower teachers. Discuss frustrations with a manager to resolve concerns. Develop the attitude that you will work as effectively and efficiently as you can. Try to balance work, eating times, relaxation, exercise, and sleep. Without this balance, long-term productivity will cease. 21

22 Opportunities for Development Click to add text Add text 1 Add text 2 Add text 3 Add text 4 Add text 5 Your Career Development Career Planning Professional Mindset Trust your instinct in career path decisions Aim to work on both expanding previous and developing new skills. Research methods of funding available to teachers Think about who would you want as a professional mentor. Make short, medium, and long term career goals with your values, goals and capability in mind. Remember that a simple change in any aspect of your work can revitalize you. Be flexible when dealing with the unexpected Do not attempt perfection Reflect on learning and change Be open to and work toward professional development Seek out positive learning potential in all aspects of life Never compromise your work-life balance Seek out learning opportunities and collaborate with colleagues whenever possible 22

23 Individual Interviews Direct Observation Experimental “assignments” Nurse Learning via information technology Personal Reflection Membership to a professional learning team Teacher placements Job Shadowing Giving/receiving job coaching, mentoring or tutoring Self-directed study Collaborative Learning Peer Networks Action Research Opportunities for Development 23

24 Ann G. Bessell, Joyce Corces, Marilyn Neff, & Sabrina Sembiante Special thanks to Samantha Dietz & Richard

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