Having trouble dealing with difficult situations? Maybe your resilience is suffering?
Resilience refers to an individual’s ability to overcome and protect themselves against negative circumstances including stress and adversity (Knipe, 2007, p. 112). “Educational resilience, on the other hand, is defined as the capacity for successful adaptation in the face of difficult circumstances” (Snowman et al., 2009, p 84). Resilience is comprised of three components being, the ‘I am’s’ (inner strengths), ‘I can’s’ (adaptive copying techniques) and ‘I have’s’ (external supports and connections). As resilience plays such a fundamental part in one’s wellbeing, it is essential that educators establish a healthy work-life balance that fosters resilience. A person who is resilient will be strengthened by and even transformed by adverse experiences (ResilienceNet, 2010). During adverse times, schools can facilitate staff to build resilience by helping them understand what has happened to them, what has happened to others, developing their self-esteem and confidence, social problem solving and self-efficacy (Snowman et al., 2009). Henderson and Milstein developed a resilience model called the Resiliency Wheel that can be applied to educators and to the school environment as a whole (Thomsen, 2002, p. 4). This model utilises six elements that can be implemented within an educational setting in order to assist with building a resilient environment. Care and support, high expectations, opportunities to participate, pro-social bonding, clear boundaries and expectations as well as life skills assists in strengthening ones spirit and optimism.
Resilience refers to an individual’s ability to overcome and protect themselves against negative circumstances including stress and adversity (Knipe, 2007, p. 112). “Educational resilience, on the other hand, is defined as the capacity for successful adaptation in the face of difficult circumstances” (Snowman et al., 2009, p 84). Resilience is comprised of three components being, the ‘I am’s’ (inner strengths), ‘I can’s’ (adaptive copying techniques) and ‘I have’s’ (external supports and connections). As resilience plays such a fundamental part in one’s wellbeing, it is essential that educators establish a healthy work-life balance that fosters resilience. A person who is resilient will be strengthened by and even transformed by adverse experiences (ResilienceNet, 2010). During adverse times, schools can facilitate staff to build resilience by helping them understand what has happened to them, what has happened to others, developing their self-esteem and confidence, social problem solving and self-efficacy (Snowman et al., 2009). Henderson and Milstein developed a resilience model called the Resiliency Wheel that can be applied to educators and to the school environment as a whole (Thomsen, 2002, p. 4). This model utilises six elements that can be implemented within an educational setting in order to assist with building a resilient environment. Care and support, high expectations, opportunities to participate, pro-social bonding, clear boundaries and expectations as well as life skills assists in strengthening ones spirit and optimism.
In recent times, teacher resilience has become recognized as a prominent aspect contributing towards both the success of teachers and students. Resilience is particularly significant for newly graduated teachers entering schools with many expectations and preconceptions revolving around the achievements, performance, results and abilities of themselves and their students.
Personal Preconceptions and Expectations of Self
These factors can often arise with the difficulties of adapting to a different work environment and undertaking a new role that marks the beginning of their career (new graduates). Such points of concern or frustration that you may have experienced could include;
Remember that these concerns and doubts do not mark you as being weak or not suited to the job. As teachers, we are human and need to continuously remind ourselves of our small accomplishments each day. Teaching is essentially a reflective practice and we learn from our experiences and interactions with students and colleagues. There is always help when we look. Much of the content for each class we teach has been addressed in the school before. Source resources and the guidance of others. Remember, the internet and computers are amazing things. We do not have to reinvent the wheel every time we enter the classroom. Search for resources online and use your professional judgement to modify them to suit the needs of your learners and outcomes. Take the time to think about how you want to store or archive the resources and plans you create. By working within your own personal system, you can save a lot of time searching for things you already have. Just remember; Don't sweat the small stuff.
Plot your own progress with resilience wheels drawn progressively in your diary
Use the Resiliency Wheel or the quiz to assess your own resilience. To visualize your own resilience, weigh up which areas on the wheel you consider to be prominent, or need more work. In your diary, draw a wheel which represents you at that point in time. Revisit the activity when you have a chance to take 5 minutes. Watch how your frame of mind, confidence and resilience change over time! Use the opportunity to set goals for aspects you wish to focus on more.
Here's an example of a personal wheel
Personal Preconceptions and Expectations of Self
These factors can often arise with the difficulties of adapting to a different work environment and undertaking a new role that marks the beginning of their career (new graduates). Such points of concern or frustration that you may have experienced could include;
- adapting to high workloads
- receiving little support from colleagues
- students not achieving the expected or desired results in your classes
- difficulty responding to challenging student behaviour
- having the time or positive mind frame needed to develop engaging and challenging lessons
Remember that these concerns and doubts do not mark you as being weak or not suited to the job. As teachers, we are human and need to continuously remind ourselves of our small accomplishments each day. Teaching is essentially a reflective practice and we learn from our experiences and interactions with students and colleagues. There is always help when we look. Much of the content for each class we teach has been addressed in the school before. Source resources and the guidance of others. Remember, the internet and computers are amazing things. We do not have to reinvent the wheel every time we enter the classroom. Search for resources online and use your professional judgement to modify them to suit the needs of your learners and outcomes. Take the time to think about how you want to store or archive the resources and plans you create. By working within your own personal system, you can save a lot of time searching for things you already have. Just remember; Don't sweat the small stuff.
Plot your own progress with resilience wheels drawn progressively in your diary
Use the Resiliency Wheel or the quiz to assess your own resilience. To visualize your own resilience, weigh up which areas on the wheel you consider to be prominent, or need more work. In your diary, draw a wheel which represents you at that point in time. Revisit the activity when you have a chance to take 5 minutes. Watch how your frame of mind, confidence and resilience change over time! Use the opportunity to set goals for aspects you wish to focus on more.
Here's an example of a personal wheel