wsma board perspective Maintaining Balance During Challenging
Times: Take Care of Yourself, Too! Timothy J. Schaid, WSMA Board Member
R
Response to intervention, 21st learning for the 21st
century century learner, lit-
eracy initiatives, the common core state standards, 1:1 computing in the classroom, college and career readiness, diminishing resources and shrinking revenues! Does this sound familiar? Unfortunately, I am sure it does. It seems we are always being asked to do more in our schools, but with fewer and fewer resources. Yet, we also know that the programs and initiatives I have listed above, along with several others in which you may be involved, are indeed good for our schools, will help make great teaching even better and are es- sential for unprecedented student success. So, are we up to the challenge? I believe we are. But are we equipped to move through the challenge and still hold on to our emotional well-being? Perhaps it is at this juncture where we might give pause to reflect more often and more deeply.
The theme of this edition of WSM centers itself around finding ways to turn the challenges that are facing our schools into opportunities for even greater suc- cess. I will assume most of the authors submitting an article will provide several innovative ideas and resources educa- tors can consider as they work through the unique challenges they are facing in their schools. Yet, even when equipped with those ideas and resources, it can be an arduous undertaking for educators to create new opportunities as they negoti- ate their way through those challenges. Balance must be maintained between the
Practical Pointers 8
inner- and outer-self lest they both start to work against each other. As such, my contribution to this edition of the WSM will seek to provide educators with some practical tips to use to maintain this bal- ance as they seek to find new opportunities in challenging times.
While concluding her article about the spiritual dimension that exists in the work of 21st
century leaders, Margaret Wheatley
(2002) offers six practices that may be important to leaders as they try to main- tain their attentiveness and sense of peace as they carry out their work. I believe Wheatley’s six practices are important for educators to reflect upon as they gear up and ready themselves to navigate through the messy work necessary to create new opportunities in challenging times. What follows, then, is a review of Wheatley’s six practices along with my commentary and suggestions for educators to consider as they seek more balance in their lives.
1. Begin your day with serenity.
Why is it that most of us tend to begin our day by jumping out of bed when the alarm goes off? Think about it. We start the day with an alarm to signal the dawn of a new day! Now I am not suggesting we do away with alarm clocks, but rather, that we be mindful not to think about the start of a new day in alarming ways. Find some serene ways to start your day. Savoring your breakfast, enjoying the aroma and taste of that fresh cup of coffee, reading or meditating are all great ways to begin
a day. Find some time each day to sit qui- etly and reflect. Reflecting may be done at home, as you drive to work, or once you settle into your classroom or office. Remind yourself what serenity feels like so you can return to that memory through- out your day, especially when faced with particularly difficult moments.
2. Be contemplative.
Try to keep yourself from reacting or re- sponding to things so quickly. Step back and reflect before answering, responding or reacting. If you feel anger toward a situation or another person, pause for a while before taking action. By stepping back and being contemplative you find there are many ways from which to choose to respond, and you reward yourself with the gift of time to make a wise decision. By doing so, you may find a peaceful and respectful way of responding rather than returning a hurt in kind to the one who may have hurt you.
3. Live like you are driving in a school zone.
Slow down. If you cannot slow others down, you certainly can slow yourself down. Pay attention to your body language in a class, in a conversation, or in a meet- ing. Do you feel hurried? Are you lean- ing forward? Is your body in a defensive state? Are you on your guard? Get yourself back into the school zone so you can slow down, maintain control of your emotions and enter into your work looking for solu- tions rather than excuses.
~ Karen Tordera
Want to meet with other Wisconsin teachers who are looking for ways to promote thinking in their classroom? Check out Student-Centered Learning in the Arts at
www.sclawisconsin.com.
April 2012
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