Teacher resilience
Summary
TLDRThis video explores the concept of teacher resilience, focusing on how teachers like Laura handle challenging classroom situations. Unlike Jaime, who faces emotional and situational difficulties, Laura views challenges as opportunities, leveraging available resources and her community's support to adapt and grow. Her resilience stems from a flexible viewpoint, actively engaging with colleagues, school management, and families to enrich her perspective and transform challenging situations into positive experiences.
Takeaways
- 🌟 Teacher resilience is the ability to positively transform challenging situations in the teaching environment.
- 🤔 Teachers like Jaime face difficulties emotionally and in handling situations, while others like Laura manage to turn these into positive transformations.
- 👀 Resilience is generated when teachers view challenging situations as opportunities and believe in their capability to overcome them.
- 💡 Flexibility in perspective and the willingness to revise viewpoints are crucial for building teacher resilience.
- 🔄 The way teachers perceive situations is dynamic and can change, which is an important aspect of resilience.
- 🤝 Laura's resilience is influenced by her relationships with colleagues, school management, students' families, and her own community.
- 🏫 Supportive relationships within the school community, including colleagues and management, are key to fostering teacher resilience.
- 🗣️ Sharing resources and discussing challenges with peers can help teachers enrich their viewpoints and build resilience.
- 🏡 Laura's community involvement provides her with different perspectives, which she can use to update and transform her own views.
- 🔄 The relationship teachers establish with their practice situations, influenced by their viewpoint and community, determines the level of resilience they can achieve.
Q & A
What is teacher resilience as described in the transcript?
-Teacher resilience refers to the positive transformations that occur both in the challenging situations teachers face and in the teachers themselves. It is the ability to adapt and grow in response to difficult circumstances in the educational environment.
How does Jaime's experience differ from Laura's in terms of resilience?
-Jaime's relationship with challenging situations triggers emotional problems and exacerbates the situations themselves, while Laura's relationship with similar situations leads to positive transformations both emotionally and in the situations themselves.
What does the transcript suggest about the role of perspective in teacher resilience?
-The transcript suggests that flexibility in one's perspective and the intentional effort to revise it are key aspects that contribute to teacher resilience. It implies that how teachers view a situation is not static and can change, which is crucial for resilience.
How does Laura demonstrate flexibility in her objectives when facing challenging situations?
-Laura demonstrates flexibility by being open to adjusting her objectives when necessary. She considers her capabilities and the resources available to her, and she is willing to adapt her approach to achieve her goals.
What is the significance of community in fostering teacher resilience as per the transcript?
-Community plays a significant role in fostering teacher resilience by providing different viewpoints and support. It offers opportunities for teachers to review and enrich their perspectives, which in turn can help promote resilience.
How does Laura's relationship with her community contribute to her resilience?
-Laura's community, including colleagues, school management, and families, provides her with spaces to share resources and challenges. This support and the exchange of viewpoints help her to update her perspective and enhance her resilience.
What is the importance of support in the community for a teacher's resilience?
-Support in the community is crucial for teacher resilience as it creates an environment where teachers can share experiences, receive recognition, and find resources to cope with challenges, thus fostering a positive transformation in their practice.
How does the school management team support Laura's resilience?
-The school management team supports Laura's resilience by recognizing her work and providing her with a supportive environment. This recognition and support contribute to her ability to face challenges positively.
What are the different resources that Laura considers when facing challenging situations?
-Laura considers various resources available to her, such as her own capabilities, the support from her community, and the perspectives of her colleagues, school management, and families, when facing challenging situations.
How does the transcript define a challenging situation for teachers?
-A challenging situation for teachers, as defined in the transcript, includes a wide variety of difficulties such as dealing with troublesome students, co-workers, family issues, and paperwork.
What does the transcript imply about the relationship between a teacher's viewpoint and their resilience?
-The transcript implies that a teacher's viewpoint, which is influenced by their community and personal experiences, plays a significant role in determining their resilience. A positive and flexible viewpoint can lead to resilience in the face of challenges.
Outlines
👩🏫 Teacher Resilience in Challenging Situations
This paragraph discusses the challenges foreign basis teachers face, including those related to students, colleagues, families, and paperwork. It contrasts two teachers, Jaime and Laura, who have different emotional and situational responses to these challenges. The concept of teacher resilience is introduced as a positive transformation in both the teacher and the situation, which is influenced by the teacher's viewpoint and community. The paragraph highlights the importance of flexibility in perspective and the support from the community in fostering resilience. Laura's approach to challenging situations is explored, emphasizing her resourcefulness, adaptability, and the support she receives from her community, including colleagues, school management, and family.
Mindmap
Keywords
💡Teacher Resilience
💡Challenging Situations
💡Emotional Experience
💡Flexibility
💡Point of View
💡Community
💡Support
💡Positive Transformations
💡Resources
💡Intentional Revising
💡Relationship with Situations
Highlights
Teachers encounter a variety of challenging situations, including those related to students, co-workers, families, and paperwork.
Some teachers, like Jaime, face emotional and situational problems due to these relationships.
Others, like Laura, experience positive transformations in their emotional state and situations, demonstrating teacher resilience.
Teacher resilience is generated through positive transformations in both the situation and the teacher's perspective.
Laura views challenging classroom situations as opportunities, utilizing available resources and her capabilities.
Flexibility in objectives and viewpoints is key to teacher resilience.
The way teachers perceive situations is dynamic and can be intentionally revised to contribute to resilience.
Laura's point of view is shaped by her relationships with colleagues, school management, families, and her own community.
Community relationships provide opportunities for teachers to review and update their viewpoints.
Supportive community relationships are essential for promoting teacher resilience.
Laura benefits from spaces within her community where she can share resources and discuss challenges.
The school management team's support and recognition of Laura's work contribute to her resilience.
Teacher resilience is the result of the relationship teachers establish with the situations of their practice.
A teacher's viewpoint and community influence are critical in promoting future resilience.
Influencing these aspects gives teachers the opportunity to enhance their resilience in the face of challenges.
Transcripts
foreign
basis teachers come into contact with a
wide variety of challenging situations
some related to students others to
co-workers families and paperwork among
other things
for some teachers like Jaime this
relationship triggers problems both
emotionally and in the situations
themselves
however for other teachers such as Laura
the relationship with this type of
situation generates positive
Transformations both in their emotional
experience and in the situations
themselves
when these positive Transformations
occur both in the situation and in the
teacher we speak of teacher resilience
but how is teacher resilience generated
in this video we explore some key
aspects
Laura like Jaime has a lively class
chatty and quite Troublesome students
but what does Laura think when she faces
these sorts of situations what do they
mean to her
when Laura relates to these situations
she sees the different resources
available to her perhaps she considers
that she has to do something something
that she sees herself capable of
achieving that she is achieving or that
she will achieve
when she sees it necessary she is
flexible in her objectives
it is important to note that the way we
look at a situation is not static indeed
flexibility in our point of view and the
efforts dedicated to intentionally
revising it is an aspect that
contributes to teacher resilience
where does Laura get her point of view
Laura relates to her colleagues the
school management team the families of
students her own family her friends when
Laura relates to her community different
opportunities to review her point of
view are generated
Laura can use the points of view
available in her community she can also
enrich her own point of view and share
and transform the other available points
of view
however to make the updating of these
views possible the relationship with
that Community must be based on support
for example Laura in her community has
different spaces where she meets with
her colleagues where they share
resources and tell each other about the
challenges they are experiencing on a
daily basis
in addition the school management team
supports her and recognizes her work
in conclusion when we speak of teacher
resilience we are talking about positive
Transformations that are the result of
the relationship that teachers establish
with the situations of their practice
a relationship influenced by his or her
viewpoint and community
influencing these aspects gives the
opportunity to promote future resilience
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