Teacher Resilience - Hugh Smith
Summary
TLDRThis script delves into the significance of resilience in the educational sector, emphasizing its link to professional values and its impact on mental health and teaching effectiveness. It discusses the misconception that resilience is innate and highlights the need for active nurturing. The script introduces the stress bucket analogy and the coaching wheel model for self-evaluation, suggesting these tools to maintain and enhance resilience. It also underscores the importance of positive relationships, role models, and supportive environments in fostering resilience. The discussion concludes with the idea that resilience can be developed and is crucial for navigating challenges in the post-COVID-19 educational landscape.
Takeaways
- 🌟 Resilience is a natural link to professional values and is crucial for positive mental health and well-being in educational settings.
- 🔄 Personal resilience should be monitored and maintained, especially during challenging times such as the COVID-19 pandemic.
- 💡 Resilience is not automatic and requires intervention to boost levels and manage everyday challenges effectively.
- 👨🏫 Teachers are increasingly needing to be aware of their resilience levels to cope with changes in learning, teaching, and workplace practices.
- 🤝 There's a mismatch between the expectations for teachers to support learner mental health and the support available for their own mental health.
- 🌱 Resilience is based on early research about children overcoming risk factors and has evolved to acknowledge everyone's capacity to be resilient.
- 🔑 Positive relationships, social and emotional skills, and role models are fundamental to building and maintaining resilience.
- 💧 The 'stress bucket' analogy illustrates how different individuals have varying stress levels and coping mechanisms.
- 🚫 Beware of false coping strategies that may seem to reduce stress but actually increase it in the long run.
- 🔄 A coaching wheel model can be a helpful tool for evaluating personal resilience within the context of professional values.
- 🌈 Resilience is influenced by intrinsic, internal, and external protective factors, with the latter offering the most opportunities for enhancement.
Q & A
What is the main focus of the video script?
-The main focus of the video script is to explore the concept of resilience, particularly in the context of teaching, and how it relates to professional values. It discusses the impact of personal resilience on mental health, well-being, and effectiveness in the workplace.
How does resilience impact an individual's mental health and well-being?
-Resilience positively impacts an individual's mental health and well-being by enabling them to cope with stress, challenges, and adverse circumstances effectively, thus enhancing their engagement with learning and teaching activities.
What is the misconception about resilience mentioned in the script?
-The misconception mentioned in the script is that resilience and being resilient will happen automatically and that levels can be boosted without any intervention on an individual's part.
How does the COVID-19 pandemic affect teachers' resilience?
-The COVID-19 pandemic has forced teachers to become more aware of their levels of resilience and whether they have the capacity to deal with the varying challenges brought about through changes in learning, teaching, and workplace practices.
What is the relationship between teacher resilience and learner mental health?
-The script suggests that there is a mismatch between the expectations of how teachers might support learner mental health and well-being and how teacher mental health and well-being itself might be supported, indicating a need for teachers to have sufficient resilience to support learners effectively.
What is the 'stress bucket' analogy and how does it relate to resilience?
-The 'stress bucket' analogy represents our levels of stress as the water level in a bucket. Coping mechanisms, like mindfulness, exercise, and talking about feelings, act as taps to control the water level, preventing the bucket from overflowing with stress, which is a key aspect of maintaining resilience.
What is a coaching wheel and how can it be used to evaluate resilience?
-A coaching wheel is a visual tool, similar to the wheel of life, used to gain a snapshot of balance and fulfillment in life. It can be used to evaluate personal levels of resilience within the professional values continuum by reflecting on and self-evaluating various aspects of one's professional life.
What are the three influencing attributes of teacher resilience mentioned in the script?
-The three influencing attributes of teacher resilience are intrinsic (genetics, gender, temperament, personality, and intelligence), internal (self-regulation, problem-solving, reflection, reasoning, self-awareness, patience, and perseverance), and external protective (positive role models, relationships, high expectations, participation in activities, caring for others, sense of meaning and belonging, and previous experience of successful coping mechanisms).
How can teachers enhance their personal levels of resilience?
-Teachers can enhance their personal levels of resilience by engaging in creative hobbies or sports-related activities, nurturing positive relationships, having positive role models, and participating in activities and teams. Additionally, caring for others and receiving or giving compliments and acts of kindness can have a positive impact on psychological, emotional, and physical well-being.
Why is it important for teachers to give and receive compliments and acts of kindness?
-It is important for teachers to give and receive compliments and acts of kindness because it influences psychological, emotional, and physical well-being positively. It can help to keep depression in check and contributes to a positive work environment, which in turn enhances resilience.
How does the script suggest teachers can reflect on their resilience?
-The script suggests that teachers can reflect on their resilience by using a self-evaluation wheel to assess their personal resilience levels in relation to various professional standards. This reflection helps in identifying areas for improvement and creating a personal snapshot of resilience levels.
Outlines
🌟 Understanding Teacher Resilience
The first paragraph introduces the concept of resilience in the context of professional values, emphasizing its importance for mental health and well-being. It discusses how personal resilience can enhance engagement in learning and teaching activities and contribute to the effectiveness of one's role within a team. The paragraph highlights the misconception that resilience happens automatically and stresses the need for active monitoring and management, especially during challenging times like the COVID-19 pandemic. It also touches on the expectation that teachers should be resilient enough to adapt to changes in education and support learner mental health, acknowledging the mismatch between these expectations and the support teachers receive for their own well-being.
💡 Strategies for Enhancing Resilience
The second paragraph delves into strategies to manage and enhance resilience, using the analogy of a stress bucket to illustrate how different coping mechanisms can either help manage stress levels or inadvertently increase them. It suggests that activities like mindfulness exercises, adequate sleep, and open communication are effective 'taps' to control stress. The paragraph introduces the concept of a coaching wheel as a tool for self-evaluation of resilience levels within the framework of professional values. It encourages reflection on personal resilience in relation to the General Teaching Council for Scotland's standards and provides guidance on how to use a self-evaluation wheel to assess and record one's resilience.
🏋️♂️ Building Resilience through Positive Interactions
The third paragraph focuses on the three influencing attributes of resilience: intrinsic, internal, and external protective factors. It discusses how external protective factors, such as positive role models and relationships, can significantly enhance personal resilience. The paragraph emphasizes the importance of engaging in creative hobbies, sports, and acts of kindness, which not only benefit the individual but also contribute to a positive work environment. It challenges the reluctance to share compliments and kindness among colleagues and suggests that such positive interactions can be a powerful way to boost resilience. The paragraph concludes by acknowledging that even resilient individuals face challenges but possess the skills to reflect, problem-solve, and learn from these experiences, thus growing stronger.
Mindmap
Keywords
💡Resilience
💡Professional Values
💡Mental Health and Well-being
💡Adverse Circumstances
💡Coping Mechanisms
💡Coaching Wheel Model
💡Intrinsic Attributes
💡Internal Attributes
💡External Protective Attributes
💡Acts of Kindness
Highlights
Resilience is a natural link to professional values and impacts mental health and well-being.
Personal resilience can enhance engagement with learning and teaching activities.
Resilience is the capacity to respond positively to adverse circumstances, which are unique to an individual.
Teachers are becoming more aware of their resilience levels due to the challenges brought by the COVID-19 pandemic.
There is a mismatch between expectations of teacher support for learner mental health and the support for teacher mental health.
Resilience is based on early research and literature from studies of children and young people.
Modern thinking acknowledges that resilience can be nurtured at specific stages in an individual's life.
Positive relationships, social and emotional skills, and role models are fundamental to understanding resilience.
The stress bucket analogy is used to represent stress levels and coping mechanisms.
False steps like staying up late or inactivity can actually increase stress levels.
Teacher resilience can be part of professional values contributing to team working and quality learning experiences.
The coaching wheel model can be used to evaluate personal levels of resilience within professional values.
Teacher resilience is based on intrinsic, internal, and external protective attributes.
Engaging in creative hobbies or sports and caring for others can enhance personal resilience.
Giving and receiving compliments and acts of kindness positively impact psychological, emotional, and physical well-being.
Resilient colleagues still face challenges, but their reflective and problem-solving skills help them learn from experience.
Praise, compliments, and acts of kindness are essential for topping up personal levels of resilience.
Transcripts
during this share time with you
i shall explore the complex area of
teach of resilience
and how this should be viewed as a
natural link to professional values
if monitored and topped up when required
personal resilience will impact
positively on your mental health and
well-being
and provide enhanced engagement with
learning and teaching activities
and increase the effectiveness of your
contribution
within the wider colleague team in your
workplace setting
i also will share some of the capacities
associated
with resilience and how you might
promote resilience throughout your
professional setting
the concept of resilience is used
frequently within education
settings and although there is
familiarity around the concept
there is more than a suggestion that
resilience and being resilient
somehow will happen automatically and
levels can be boosted without any
intervention on an individual's part
ensuring that levels of personal
resilience remain
sufficient through and beyond the covert
19 pandemic
require careful monitoring and
management
resilience can be described as the
personal capacity to respond positively
to adverse circumstances these adverse
circumstances will be unique to an
individual
as others possess differing levels of
resilience in coping with
everyday challenges how an individual
rebounds from
errors of judgment disappointment or
trauma
is at the heart of being resilient
ensuring that an individual can
comfortably
interact with others with respect and
dignity
within the current covert 19
circumstances
teachers are being forced to become more
aware of their levels of resilience
and whether they have the capacity to
deal with the varying challenges
brought about through changes to
learning and teaching and workplace
practice there is a small but not
insignificant
challenge where it is assumed that
teachers mental health and well-being
is sufficiently robust to engage with
education changes
and what will eventually evolve as the
new norm for education
settings however there is a mismatch
between the expectations of how teachers
might support
learner mental health and well-being and
how teacher mental health and well-being
itself might be supported
this will not happen by chance and
requires to be addressed as a matter of
urgency to ensure colleagues feel
mentally secure
for the challenges ahead
perhaps it might be useful to unpack
what we mean by teacher resilience
and where our knowledge and
understanding of resilience is derived
our understanding of resilience is based
on early research and literature from
studies of children
and young people who demonstrate the
capacity to overcome
risk factors in their personal lives
early thinking was based on a deficit
model
whereby it was believed that some
children had an inherent capacity to
cope
in challenging circumstances whilst
others struggled
more up-to-date thinking acknowledges
that there is capacity for resilience
in us all and that this can be nurtured
at specific stages in an individual's
life
fundamental to our understanding of
resilience is the level of positive
relationships
social and emotional skills access to
role models within the workplace
community and home these require to be
considered along the risk factors that
will
impact on the effectiveness of our
personal level of resilience
so for teachers there is no difference
from others
in ensuring that effective resilience
levels are in place
and that there is capacity to respond to
daily stress
challenges whether in the workplace or
at home
you may be familiar with the stress
bucket analogy
this is where our levels of stress are
represented by the level of water in a
bucket
some of us will have smaller buckets and
some more
water in our bucket than others this
indicates that we all have
different circumstances and coping
mechanisms to manage the levels of water
our stress effectively our coping
mechanisms
are represented by taps that ensure our
bucket does not overflow
thus becoming overwhelmed with stress
mindfulness exercise relaxation
restful and adequate sleep and sharing
how we feel by talking
are all examples of taps that control
our stress bucket levels
however you need to be mindful of the
false steps that seem to reduce our
stress bucket levels
but in fact flow back and top up our
bucket
staying up late taking excessive alcohol
or drugs
inactivity procrastination
ignoring or suppressing problems are all
examples of
coping strategies that seem to provide
temporary relief
but in reality fill our stress bucket
more quickly
perhaps we should embed teacher
resilience as part of the professional
values that contribute
to both team working and quality
learning and teaching experiences for
learners
as an initial step towards considering
this
embracing a coaching wheel model might
be helpful
in beginning to evaluate personal levels
of resilience
within the professional values continuum
a coaching wheel is a visual tool and is
based on the wheel of life tool used to
gain a
snapshot and understanding of the
balance and fulfillment of life
there are examples of coaching wheels
also known as self-evaluation wheels
that the general teaching council for
scotland have published
to assist colleagues with reflection and
self-evaluation
and it would be useful to revisit these
examples if you have not done so
already
take a few moments to reflect on the use
of a self-evaluation
wheel as an effective professional tool
then consider the content of the gtcs
examples related to the standard for
career-long professional learning
and professional values copies of these
self-evaluation wheels along with a
blank
version are linked to this video podcast
the gtcs standard examples may also be
downloaded from their website
specifically identify how teacher
resilience might
underpin each of the component parts of
these standards
then consider how you might begin to
record your personal level of resilience
on the scale of zero to ten
this will create a snapshot of your
resilience level
related to each component you will
probably require
additional time to complete this task so
you should select
pause at the end of the music then press
play again
when ready to move on
there are no right or wrong responses to
your personal reflection
and your response will be different from
other colleagues
what is important is that you have
identified the level of resilience you
possess
in relation to the component parts of
the gtcs
standards and that you have recorded
your personal snapshot
along with a narrative of where you
might improve your personal level of
resilience
levels of teacher resilience are based
on three
influencing attributes the first
being intrinsic this attribute
relates to genetics gender temperament
personality and intelligence
the second being internal
this attribute relates to the level of
self-regulation of
emotion and impulses problem solving
capacity for reflection and reasoning
self-awareness patience and perseverance
the third being external protective
this attribute relates to the positive
role models
positive relationships high expectations
participating in activities and teams
caring for others sense of meaning and
belonging
and previous experience of successful
coping mechanisms
it is within the third influencing
attribute
external protective that colleagues will
have
most influence in enhancing their
personal levels of resilience
evidence indicates that colleagues with
a high level of resilience
will engage in creative hobbies or
sports related activities
they also will possess enhanced personal
qualities in relation to caring for
others
receiving compliments and positive acts
of kindness
has an influence on psychological
emotional and physical well-being
and the same is also true for the person
who gives compliments
and acts of kindness this has a positive
impact on the brain heart and immune
system
and can help to keep depression in check
take a few moments to reflect further on
what might contribute
to your personal strengths in meeting
the challenges of your workplace setting
if you require additional time to
complete the reflection
you may select pause at the end of the
music then press play
again
[Applause]
there are no right or wrong responses to
your personal reflection
and your response will likely be
different from other colleagues
what is important to acknowledge is that
you instinctively want to give
compliments to learners
but are reluctant to do the same with
colleagues
perhaps it is time to redress this
imbalance for colleagues
and the wider team by openly sharing
compliments and acts of kindness as part
of teacher
professional values it is important to
highlight
that resilient colleagues still have
challenges and setbacks
but it is the quality and effectiveness
of the reflective and problem solving
skills
that help to address these thus learning
from experience
and positively moving forward
teachers do respond positively to praise
compliments and acts of kindness well
why wouldn't they
but there seems to be a majority who
think it inappropriate or patronizing to
do so
if done sensitively and professionally
the feel good factor of being on the
receiving end
cannot be put into words and provide an
essential
top-up to personal levels of resilience
until next time
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