Does this sound like any new teachers you know?

Hi Friends,

I am suffering this semester. I feel like I’m treading water and just barely surviving until Spring Break. I’m exhausted from ineffective hours of planning/grading. I’m bruised from continually suiting up for emotional combat with my students. I’m drained by the consistent belittling by my “teammates.”

If you have any experienced words of wisdom for me (other than my method of therapy: running away to foreign countries), my psyche would greatly appreciate it.

I’m so fortunate that I have experts like you to turn to when I feel like I’m going nuts.

Thanks.

E.

Going back through my “Sent” email archive, I found this message to some of my colleagues during my second year of teaching.

The problem of teacher burnout is real, friends. It’s close to home. Far too many teachers aren’t asking for help.

My email was an obvious cry for help, and—Thank God—my more experienced teacher friends responded. They offered the wisdom I needed to keep my head above water for the rest of the year and now into my tenth year

But while I got the support I needed, the Alliance for Excellent Education reports that “roughly half a million U.S. teachers either move or leave the profession each year” [1].

Why New Teachers Burnout 

1. All of the internal “shoulds” overwhelm new teachers.

Obviously, new teachers need support when they first arrive in the field:

• “What assessments/textbooks/resources should I use?”
• “How should I contact this parent if I don’t have contact information?”
• “What should I do about the students who just don’t care?”
• “I should know how to use the copier, but it keeps jamming.”

The first year takes long hours and energy, but, far too often, newbies feel like they should know how to do everything. They attempt to tackle it all on their own.

2. New teachers feel pressure to keep impressing their bosses.

They had to walk on their hands, backwards with their eyes closed in order to stand out and get that one Chemistry position available in West Michigan. They haven’t shifted out of that need-to-impress, need-to-prove-themselves mentality. {I’m just learning to get over this ten years later.}

More experienced teachers have either already done the “have tos,” learned how to brush off the “musts” as not important, and know how to respectfully decline the “shoulds” of their principals and superintendents. Newbies haven’t developed this skill set.

3. Colleagues add more pressure, sometimes in the form of false support.

It’s no wonder new teachers drop the ball. In an effort to help, coworkers dump even more “shoulds” on them.

• “You really should read these 20+ PD books. They helped so much, and the department has already read them all.”
• “You don’t need my old lessons. You should design the unit how you want.”
• “You should coach the middle school volleyball team. It’s a great way to connect with kids.”
• “You should publish a weekly parent email/newsletter/classroom website to communicate with parents.”

Ultimately, all of these expectations and suggestions leave young teachers alone in their classroom with a long to-do ist and little support.

4. Negative, prideful, and insecure staff members can swarm new teachers.

Some veterans can spew pessimism. They can boast and brag and belittle. These teammates may deflect their own internal drama or past grievances on the rookies. Obviously, this can warp the new teachers’ conception of themselves and their new school setting.

In her first year teaching, a friend vented to me all the things she wanted to say to her colleague but did not: “You say it is because I am ‘young’ (when you MEAN clueless). You say it is because I am ‘experimental’ (when you MEAN haphazard).”

Double-sided words like these dig deep. They do not light fires of passion and drive. They do not inspire respect or compliance. Instead, they ignite infernos of doubt and exhaustion. Those are the flames that quickly burn new teachers out.

What are the Warning Signs

The Observable Signs:

Perpetual waiting — “I’m just trying to survive until summer / Spring Break / the weekend / 2:32pm…”

Tears — No one oughta cry every week.

Making up protest songs — “I hate school. I reeeaally hate school.” {It is certainly catchy, but I worry about those crooners.}

The Hidden Signs:

Overworking — Heads up, friends: There is no award for being the first car/last car in the parking lot.

Self-sabatoge — This includes grading procrastination, binging on comfort food, neglecting to work-out, being too tired for friends/family, etc.

Negative self-talk — Would your best friend talk to you this way? Then, why do you think it’s okay to talk to yourself like that?

Panic attacks — I didn’t realize this is what was happening to me. I was surprised to find that not everyone feels like they’re going crazy during their first year on the job {hence the email above}

Covering up — Maybe this is a midwest thing, but when someone asks, “How are you?,” you’d better not say, “Fine,” especially if you’re worried that

A) your students will light the room on fire when you leave,

B) your PLC leader will scream at you if you fail to submit data on time

C) you’ll get fired for accidentally saying “ass” in front of your students

What to Do about It

For New Teachers

Ask for help: Petition accountability partners to keep you in check. Call your mom or sister every day after school. They’ll make sure you leave when your predetermined office hours are up. Be mindful of venting to other negativity gremlins. Choose wise allies among your face-to-face coworkers and online PLN. You don’t need more drama from your tribe. Reach out to a counselor or therapist. This is almost always covered by your insurance anyway.

Refuel healthfully: Workout {I know you’re tired, but it’ll give you more energy}. Jump in on the adult coloring book trend. Cook real food for yourself, and stay out of the school lunch line. Join a book club. Keep a gratitude journal. Go outside. Volunteer in a non-school related setting. Take advantage of your mental health/personal days,

Unplug: Remove your school email from your phone. Set office hours. Practice the Sabbath—whether you’re religious or not—by not working one day of the week. Get out of your classroom at lunch or on your prep period. Attend a conference.

Detox: Avoid negative voices online, in-real life, and in your head. Run your social media feeds through a cleanse. Rid yourself of icky comparison enzymes. Detoxing from nasty students and department colleagues is tough, but you can limit your interaction with these beasts. Same goes for the excessive self-criticism in your head.

For Veteran Teachers/Staff

Limit your suggestions: Consider how long you’ve been teaching, how many PD books you’ve has read, and what conferences you’ve attended. Your expertise is based on years of hard work. We cannot expect newbies to “quickly get up to speed” all at once. {I know that I’m guilty of this one. I get so excited to welcome new staff members that I essentially dump stacks of expectations on them.} 

Certainly, we should support their needs and encourage their growth. Share great resources with them. Heck! Do me a favor, and share my blog with them.

But be socially intelligent. Read the observable and hidden signs of your new colleagues. Consider the frequency and depth of these suggestions.

Gradually inform them of past/present district drama: We all understand the “old days” are gone and top-down expectations weigh upon us. There’s no need to rub in what it was like back in ’98 when so-in-so was in charge. And there’s no need to cast your malice for the department chair on this young go-getter. Our rookie friends will learn the “truth” of your district eventually. No need for a crash course.

Restrain your emotions: Reality check: You may not be the youngest team member any more. <GASP!> This “kid” may have ideas that seem to impress the power players on your staff. Control yourself. Do not to deflect your insecurities on your colleague. Statements like “Sweetie, I’ve been teaching as long as you’ve been alive!” are not funny, complimentary, or a reason for them to respect you. Celebrate this influx of energy and fresh perspective.

For Administrators

Match up newbies with quality mentors: Principals generally have a solid read on the strengths of their staff. Use this superpower to hook up your optimistic, humble, and reliable veterans with these new hires. Give the duos actual time to meet, preferably with a common prep period. Compensate the mentor financially or by taking some other responsibility of their plate.

Casually check in with the rookie: Stop in to visit with your new staff member outside scheduled evaluations. Genuine chats will lessen the fear and anxiety of these new teachers when they see that you are not a hiring/firing squad. Now, of course, you are busy running the school. You have a to-do list 10x what it should be. But consider all the time wasted each year when you have to rehire new staff following the resignation of another burned out teacher.

Support your staff with quality PD: Again, invoke that admin superpower to detect the true needs of your staff. Look at the efforts they’re making and the supports they’re desiring. Bring in consultants that are in the classroom themselves. Your staff will appreciate workshops from leaders that know the struggle is real and find ways to impact student achievement.

As a teacher and edu-consultant, I would love to work with you to craft professional development that supports their needs and quells the burnout flames. Check out my workshop offerings and experience, then let’s get in touch before summer break sneaks up on us! 🙂

Your Turn . . .

• What are your favorite strategies for avoiding burnout?
• How do you work to support new teachers on your staff?

 

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