By Rebecca Thomas
In light of being reminded of our mortality; in light of the commitment we bring to 'the job' as individuals; in light of the ongoing criticism directed at teachers and education in our politics, media, and social media, I began to wonder about its impact on our teachers and students.
When was the last time someone complimented you on the work you do for our students?
How often do we take the time to say "well done" to each other as professionals, before focusing on what still needs to be done, improved, or squeezed in?
Today, I want to respond to those questions by sharing a collection of best practices I’ve gathered from academics like Dr. Helen Street in Australia and Dr. Sarah Ferguson. With a bit of pedagogical imagination, these principles can be applied to you, your team, and your students.
Steve and I are also offering three free activities (downloadable PDF) as a midterm ‘pick-me-up’ to say thank you for your dedication and a job well done!
A Job Well Done
So, how often are we told we’ve done well? I’m curious about the answers to these three questions:
How often does someone tell you that you are doing a great job of teaching, or leading?
How often do you tell someone else they are doing a great job of teaching, or leading?
How often do you tell the kids they are doing a great job of learning?
When I ask these questions to teachers, the answers to the first two questions on a 5 point Likert scale usually range from "sometimes" to "rarely." In contrast, the answer to the last question is often "always."
Why do you think this is? Why are we, as adults working closely together, quick to affirm our students but less inclined to pass a kind word to each other?
The truth is, we are more likely to comment on a colleague's shortcomings—whether they missed their duty, their class was misbehaving during playtime, or it was their turn to load the dishwasher.
There’s a reason for this: it’s our negativity bias.
Task 1: Heroes
Think back to the 2021, lockdown, when adults around our young people were: protesting, spreading misinformation, and alienating each other. The activity in the downloadable PDF at the end of this post was initially designed for young people back then to acknowledge their classmates as good role models. However, by May 2022, this activity started being used by adults during staff meetings. The blog that described this event, Be The Light In The Dark, resonated deeply on social media, hitting a nerve as it revealed how this simple act of recognition brought tears to our staff rooms.
As a profession, we don’t often pause to think about our own superpowers, and we are often too busy to compliment our colleagues—whether teachers, support staff, or kaiawhina—on a daily basis. We don’t often take the time to share the joy they bring to the school ecosystem.
Pause. Think for a minute.
Reflect on which superpower below you deserve to give yourself this term. What quality have you had to dig deep for, and why?
For me, it was ‘courage’—courage to start a new job, work with new people, and learn new systems, which is always challenging, especially as you get older.
Once you’ve taken a moment to reflect on the strengths you bring to your job, think about someone on your team—what card would you give them?
In your next staff meeting, print out these card sets, one for each staff member, and invite them to give one to a colleague. When they hand it over, they must share why they chose that card. Trust me, it will be the best 15 minutes of your term.
The PDF includes instructions on how and why you should do this with your class.
I tried this in a staff room when we were finally allowed to meet face-to-face after the lockdown. One beginning teacher received seven courage cards and cried tears of joy. This moment instantly bonded her with colleagues she had been admiring from afar.
Task 2: The "To-Done" List
This task was inspired by Dr. Sarah Ferguson, who I had the pleasure of seeing live at a workshop in Whangārei. She is truly inspiring and the founder of Breathe Repeat, an organization that uses the latest science-backed methods to help us thrive both professionally and personally. Here’s a link to her profile on LinkedIn: Breathe Repeat - Dr. Sarah Ferguson.
During one of her sessions, Sarah spoke openly about our habit of making ‘to-do lists.’ Guilty as charged! I know some of us even write down things we've already done just to experience the satisfaction of crossing them off.
Pause. Think for a minute.
Since Term 3 started, what have you accomplished? Write it down.
We tend to minimize our accomplishments, focusing instead on what still needs to be done. As satisfying as it is to cross things off a list, we don’t often pause long enough to appreciate what we’ve achieved.
While ‘to-do lists’ help us stay organized, they can also induce stress. Subconsciously, we train our negativity bias to scan for what remains unfinished. To build resilience, we need to counteract this effect.
Welcome to the ‘To-Done List.’ Reflect on all you’ve achieved over a specific period—whether it’s the past week, this term, this year, or even the last decade. Write down your accomplishments in each brick and display the completed wall somewhere visible. When you need to, build another wall and display it too. It’s a way to reflect on your achievements and stop chasing the ‘next thing.’
One teacher I worked with created a giant class display of LEGO blocks, sticking photos of the kids and their achievements throughout the year. It became a great visual aid during report writing and helped the kids reflect on their progress during final assemblies.
To counteract the negativity bias, notice when things go well and celebrate them.
Recognize what is within your control and take a moment to be present.
Even on bad days, good things can happen.
"Sometimes you will never know the value of a moment until it becomes a memory." - Dr. Seuss
Take a few minutes to grab a post-it note and add it to your wall. Building resilience means acknowledging your accomplishments.
Task 3: 16 Tiny Doses
This task was inspired by Dr. Helen Street’s book, Contextual Wellbeing: Creating Positive Schools from the Inside Out. It’s not too expensive and is rich in practical knowledge without being overly academic. She emphasizes the idea of ‘If you have to rush in life, rush slowly.’
The ‘16 Tiny Doses’ activity is a tribute to that philosophy.
It’s no surprise that teacher stress impacts students. We must ensure that teachers look after themselves. There are many suggestions out there: breathing exercises, personal development, slowing down, being present, practicing kindness, and finding time for activities you enjoy.
As the pace of teaching continues to accelerate, remember to stop and ask yourself, and your colleagues, a few simple questions to prompt positive action:
What can I/you fit into my/your daily routine to enhance mental health and wellbeing?
Do I/you demonstrate and role model a commitment to good mental health and wellbeing practices?
Do I/you prioritise positive relationships?
Do I/you promote self-care and mutual support for other staff?
Do I/you take care of myself/yourself, so I/you can be my/your best?
Keep a check on how YOU and those around you are feeling daily—create a culture of care.
Look at the ‘16 Tiny Doses’ list and think about what you’ve already done this week. These tasks shouldn’t be difficult.
Ironically, I’m mindful not to turn this into a ‘to-do list.’ However, creating time and space for yourself shouldn’t feel like a chore. These are small actions requiring no preparation, just mindfulness.
There’s also a blank list attached for you to co-construct with your staff or class. 16 Tiny Doses. 16 Tiny Things.
Good luck out there, folks, and be well.
Steve and Becca :)
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