A fresh head and a new state of mind

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https://www.flickr.com/photos/victius/4868893727

I hate the whole ‘New Year’ thing. Calendar wise it’s completely arbitrary and it feels like a solution looking for a problem to have to generate a new resolution each January.

So it is completely coincidental that this January I find myself in need of a fresh start.

For the last two academic years I’ve been trying to steer a department through various challenges – new curricula, changes to exam structures, a shift towards computer science, having staff poached by other departments and an increasing pressure to be accountable for all things at all times (and the inevitable paper chase that goes with it).

I’ve noticed that my positive, jovial demeanour most of the time has been strained. I’ve become more cynical, pessimistic and generally unhappy. In the run up to Christmas I found myself trying to support a large group of students through ECDL, and I put myself under far too much pressure and that ultimately put strains on the strongest professional friendships I have as well as my personal life.

I have no scientific backing for what I’m about to say, no double blind studies or journal citations. What I do have is 11 years of experience at the front of the classroom and about 18 years at the back. A stressed, cynical, unhappy teacher makes for stressed, cynical, unhappy students. I’ve found myself snapping at students for not knowing something that I do or, worse, for not knowing the thing that I taught a different class last week.

So I’ve made a deliberate effort this Christmas to take a proper break. No school emails, no marking, no planning, no reports or even a stray thought for school work for about a week and a half. Yes, it means that I’m a bit behind now but, you know what? I will get done what I need to and the rest of it will just have to do. Ultimately I’ll return a happier, more productive teacher and middle leader – which I hope will lead to more interesting and engaging learning experiences for my charges. I’ll continue, in fact redouble, my efforts to teach them things ‘for the sake of learning it’ rather than because it might turn up on an exam paper. And I’ll trust that the results will bear out their learning rather than being the sole objective.

Ask me in a week how well it’s working…

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