Supporting Teacher Wellbeing and Developing Their Identity
When you look after YOUR emotional wellbeing FIRST, you can then more fully address and help the wellbeing of your team.
Developing Teacher Self Concept Through Collaboration and Reflective Practice
I will be an additional teaching team member in the classroom, for a short-/medium-term timeframe. I will not ‘teach’ skills and knowledge to your team (such as from a team leader position, trainer or consultant); rather, I will facilitate learning through reflective practice, both self and collaborative reflection. Additionally, I will foster a ‘learning environment’ that supports directors, leaders and teachers. As a result, empowering teachers with a voice and improving their emotional wellbeing.
developing self-concept… building strong teams!
Teachers will learn and adopt new knowledge and skills in practical ways. They will learn good practice in much the same way that bad practice is quickly adopted in an environment where there are bad role models.
HOLISTIC REFLECTION of three stakeholders – teachers, children and the environment – need to be made, so HOLISTIC CHANGE can ultimately take place. That is, observation in all areas, followed by interpretation and reflection. This can then facilitate consideration for change.
Holistic reflection is important because all three stakeholders are INTERRELATED and each has an effect on the other, so one area alone cannot be interpreted or changed without having an influence on another area.
When RELATIONSHIPS with children, as well as with colleagues, are genuine and based on sincerity, kindness and care, progress for change is better positioned to occur.
What’s Affecting Your Emotional-Wellbeing? What Challenges Do You Face?
To develop a strong social-emotional wellbeing and develop a confident identity as a person, that is, not identifying yourself as a Director or Teacher, but as a person first, you need to empower your voice.
Are you facing one or more of these stressors?
1. Leadership challenges: Possible reasons include managing and leading one team /multiple teams, and addressing team conflict.
2. High staff turnover.
3. Overwhelming workload, difficulty managing time and multi-tasking, and disorganised paperwork.
4. Respecting the family expectations that relate to ‘teaching’ the more traditional school-readiness skills. However, balancing this with early educational beliefs regarding the emphasis on the foundational developmental skills.
5. Mediating family complaints: For example, issues around their child’s development, routine, behaviour, accidents, and unhappy management of various issues. This also includes negative experiences with the service, organisational or class changes, and teacher relationships.
6. Managing children and family separation anxiety, as well as morning drop-off transition times.
7. Children’s behaviour: Don’t understand when children… Or don’t know what to do when you observe the following expressed areas of needs.
- Aggressive behaviour (including, physical and/or verbal aggression).
- Generally negative behaviour.
- Difficulty making friends.
- Learned-helplessness (ie., you will often hear, “I can’t do it” and/or observe avoidance of any new or challenging situations that they think they will not succeed at).
- Difficulty engaging in play, activities, and/or tasks.
- Limited interests and/or engagement in play areas.
- Overly shy, clingy, experiencing separation anxiety.
8. Difficulties with classroom management and classroom environment characterised by high-conflict relationships between teachers and children.
9. Experiences of personality clashes between individual children and teachers as well as between teachers in the same or across classrooms. A classroom climate that fails to meet the needs of children individually and as a group, which in turn causes clashes and challenges in various ways.
10. Wanting to improve and/or maintain the Centre Quality Rating and distinguish the service as having ‘Exceeding National Quality Standards’. Continuing to work on the Quality Improvement Plan (QIP).
*** Be proactive… do you want to build the socio-emotional wellbeing of your team?
When you are ENCOURAGED, you can find PEACE and CALM. This will help you and your team move out of whatever low point or whatever challenge you might be facing into action, by doing something about your situation. So, ACT and find your voice!
If any of these resonate with you and you have FOUND YOUR VOICE…. OR if you are dealing with other issues, I want to hear about it – “Contact Me”.
You can also move one step forward by reading “Our Values” – Strong Teams and “Our Values” – I Believe In My Voice.