Battling Burnout: First Steps…

Summer is a wonderful necessity for teachers. It gives us time to recharge as teaching is often a mentally and emotionally draining job. I have found that there are several ways for me to refresh. Being out in nature is a great way to de-stress. It is away from people. As the wind runs through the leaves and the cicadas loudly announce my presence, my stress melts away. An added benefit of being in nature is its tiring, so I sleep better too.

Exercising my mind has also been helpful in my destressing from the school year. I have been reading free e-books on my kindle as well as college-level science books from I enjoy learning and this has also helped me to relax while still being productive. I have also begun to research teacher stress and burnout.

I have intentionally looked into this because I want to understand what I am going through. I am currently reading Carla Mckinley-Thomson’s Ph.D. dissertation, “Teacher Stress and Burnout and Principals’ Leadership Styles: A Relational Study.” This has been enlightening on numerous fronts. While I cannot change my work situation, reading about burnout has helped me to

  1. See that stress and burnout are particularly common among teachers
  2. Given me a framework and vocabulary to process my emotions around work

So, this far, I have found exercising my body and mind to be helpful in battling burnout. Another obvious help is to spend time with friends. Rebuilding and deepening relationships that suffered due to lack of time during the school year not only helps me to process the school year through conversations, but it also helps me to see that there is more to life than work.

Through this process, it has been necessary for me to be aware of how I am thinking. It is easy to get into a positive feedback loop of negativity. I have found it necessary to deliberately change my thoughts. “This policy is ridiculous and it wastes my time. It takes away from what I can do with my students.” A true thought. But, in the context of being burned out, an unhelpful one. It has been more helpful to think, “The policy is bad, but I can do X, Y, or Z to achieve admin’s desired outcome as fast as possible. Then I can spend most of my time teaching my students. I like my students.”

Thinking like this puts power back in my pocket. I am not shying from the truth of the bad policy by sticking my head in the sand but am reminding myself that I have the ability to choose, within certain limitations how to achieve what is required. The last part of the thought may sound cheesy, but I have found that it works for me. A true, purely positive statement reminds me that I do enjoy teaching.