Page 8 - CT 15-2

Feel the Burn? How to Ignite Your Passion as an Educator

Unclear Expectations • Love the big payoff moments such as a great performance
Educational trends and initiatives come and go. I decid- or seeing an individual student grow. (Mr. G)
ed not to spend time embracing one methodology, as every
child learns differently. Instead, I focused on specific objec- • Enjoy high school students for their well-developed cogni-
tives that promoted a growth mindset and observable prog- tive abilities and childlike curiosity. (Mr. P)
ress. Best practices, backed by research, provided more long-
term success in my classroom pedagogy. • By far, the students are the best part—getting to know them
as human beings and seeing them grow as people. (Ms. K)
Dysfunctional Workplace Dynamics
Some of the best advice I received was to steer clear of • Being paid for reading, writing, speaking, listening, and
negative influences surrounding education. I figured out learning while helping students develop confidence and
ways to maintain a positive perspective such as picking a new find their voice. (Ms. B)
path to walk to the office that avoided negative individuals.
When “water-cooler” gossip circulated, I excused myself • Seeing the “lightbulb” moments and observing students
from the conversation. learning something new. (Ms. S)

Extremes of Activity or Chaos • The saying is true, “You can’t teach them until you reach
I paused my activity level and took three slow breaths them.” Everyone has a story and they just need an adult to
when feeling stressed. I repeated encouraging self-talk phras- listen to them. (Ms. E)
es such “I can do this” and “I am the adult here” during
tense situations. Consistently following a clearly defined • Watching students believe in themselves and start taking
classroom management plan in a methodical rather than risks in their own learning. (Mr. L)
frantic manner helped classes feel safe, secure, and regulated.
• Helping students develop a vision for their life beyond high
Lack of Social Support school and see those young adults get launched out into the
I surrounded myself with like-minded individuals whom I world. (Ms. H)
trusted to keep discussions non-judgmental and confidential.
During my first year, I asked a co-worker to help me revise • Being creative and renewed each year and receiving feed-
my classroom management plan. In the final semester, I in- back from students. (Ms. J)
vited a long-time mentor to critique my conducting gestures
during rehearsals. • Observing the growth that each individual student makes
over the span of time. (Mr. D)
Work-life Balance
I left work each afternoon at a specific time, except when These experienced instructors gave their best advice for
evening programs were scheduled. I made sure that I had “avoiding the burn.” It is no coincidence that many of their
everything ready for the next morning before departing for comments had similar themes.
home, including lessons plans and instructional materials. I
designated daily time blocks to answer work-related e-mails, • You must take care of your mental and physical health to
generally a block in the early morning and one in the after- be the best teacher you hope to become. (Mr. D)
noon during a prep period.
• Find ways to laugh and learn with students and just close
your door (literally and figuratively) to the outside noise of
Master Teachers Respond administrative and societal judgements. (Ms. J)
Ten career educators in my professional learning com-
munity shared what ignites their passion for teaching, and I • Do not believe the word “can’t” and remember that teach-
recorded their responses here: ing is not a sprint, but a marathon. (Mr. L)

ChorTeach Volume 15 • Issue 2 8 Winter 2023