by Lewis J Rhodes

Created on: December 27, 2008

There are many factors which create the so called 'teacher burn out' (TBO) situation.

Among the newer members of the profession there is often 'expectation' on arrival. This expectation, a genuine belief and need to make a difference which, is quickly dented after reality, both in the classroom and from the day to day requirements of an authority, give little reinforcement to what training may have promised. The coal face has arrived: reality is now not confined to classroom student assignments, nor to a text book! The teaching practice, so well rehearsed before entering that grade 3 is now a distant memory.

It is this very moment, when we need to ask; do I teach because I want to teach, or did I enter teaching because I wasn't sure, what I wanted to do? This is important, for as time progresses the stress of teaching will increase, and the difficulties encountered in day to day living outside the classroom follows with sequential intensity. Life has a way of increasing difficulties, rarely giving us a break to collect and recover.

Teaching in the modern world, is perhaps one of the most difficult of all the professions. It is difficult, firstly because it requires a dynamic approach to a myriad of situations not found in a text book and secondly,because it requires the pedagogue to accept a sudden change and adapt accordingly. Of course we are all human, and many of us fall by the wayside.

The writer has been teaching in one form or another for close on forty years; why?

There is a basic principle, naive perhaps in its concept but essential. I asked myself whether I enjoy the interaction with my students/pupils and, more important; am I the student in their presence?

If I enter a classroom believing, and feeling, that the above is true, I have a great chance my day is going to be successful. Why? Well, children, no matter what age, respond to knowing that their teacher is enjoying being there. More often than not, the class responds, and together a day has productive results.

Of course you get the exceptions, the days when you arrive home with the threat of litigation hanging high after 'Little Jonny' has advised you he knows his rights and is about to inform his mother at what 'he' percieves as unfairness, or worse, imaginary abuse. Then of course there are times when uncompleted reports, assigments, or detailed administration leaves the teacher visibly trying to balance a personal and professional life. This is stress, and for many, extreme stress! Only the teacher will understand what I'm talking about!

Whatever the problem, there is a very important skill any teacher has to cultivate.

A teacher must live two lives!

To avoid burnout, the world of teaching needs to leave the life of the teacher at a particular time after arriving home! Perhaps on arrival, perhaps on completion of marking, perhaps when prep is complete. This is the most important of skills a dedicated teacher much learn, and he/she must learn this very early in their career.

Ask any experienced teacher, and I'm sure they would agree. There is so much that can be written on the subject, I am afraid this short article only glances over the issue.

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