Defeating Dryness!

Reigniting Our Passion and Purpose in Education.

Teaching is a noble and transformative profession, but even the most passionate educators can experience periods of dryness – those moments when inspiration seems elusive, and the spark of creativity fades. Yet, within these challenging times lies an opportunity for educators to reenergise themselves, rediscover their sense of awe, and create remarkable learning experiences that have a lasting impact on their students.

In this blog post, I will explore strategies to overcome such dry spells, harness the power of personal passions, and delve into the profound impact of nurturing relationships between educators, students, and their families.

Moving Beyond Frustrations

Frustrations are a natural part of any profession, and education is no exception. From administrative hurdles, losses in sporting fixtures (yes, like most Australians, I got on the Matildas bandwagon and I feel devastated for them knowing the time, effort and passion they put into raising the profile of women’s sport in Australia), disappointments to challenging classroom dynamics, we as educators will find ourselves at times facing obstacles that can dampen our enthusiasm. However, acknowledging these frustrations and reframing them as opportunities for growth is the first step toward overcoming them (Jennings & Greenberg, 2009). Instead of dwelling on what seems lacking, it is better for us to focus on finding creative solutions, collaborating with colleagues, and seeking professional development opportunities to refresh our teaching approaches.

Tapping into Personal Passions

One of the most effective ways to defeat dryness in education is by tapping into personal passions (Damon, 2002). As educators, when we infuse our teaching with our own interests and expertise we often find renewed excitement and inspiration (Darling-Hammond, Hyler & Gardner, 2017). Whether it's incorporating music, art, history, or technology, sharing something that genuinely excites us can ignite curiosity in students and lead to more engaging learning experiences. Passion is contagious, and when we convey their enthusiasm, students are more likely to feel invigorated and motivated to explore new subjects.

Building Meaningful Relationships

The heart of successful education lies in the relationships cultivated between educators, students, and their families (Hamre & Pianta, 2001). Building strong connections goes beyond teaching the curriculum; when I know my students well, I am better able to understand their unique needs, strengths, challenges, and interests (Pianta, 2006). This better enables me to foster a supportive and inclusive learning environment, where students feel safe to express themselves, take risks, and learn from mistakes. Regular communication with families also creates a bridge between home and school, enhancing students' overall growth and development.

Impact on Academic, Social, and Emotional Outcomes

The impact of these relationships cannot be overstated. When we truly connect with our students and families, academic achievements are often just the tip of the iceberg (Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011). Social and emotional growth flourishes as students feel seen, valued, and understood (Zimmerman & Schunk, 2012). This holistic approach to education not only improves classroom dynamics but also equips students with essential character and life skills, such as empathy, resilience, and effective communication.

Joy and Hope for Educators

As educators witness the positive transformations in their students' lives, a profound sense of joy and hope emerges (Fredricks, Blumenfeld & Paris, 2004). Seeing the spark of curiosity light up a student's eyes or observing them overcome challenges and thrive reinforces the purpose of teaching (Ryan & Deci, 2000). This joy is catchy, creating a cycle of inspiration that fuels educators to continuously seek innovative teaching methods and meaningful connections. It reinvigorates their commitment to their profession and rekindles their passion for shaping the future through education.

Personal Reflections

As an educator, I have experienced my fair share of dryness. There have been times when I felt burned out, uninspired, and just plain tired. I have also learned that these dry spells are temporary, and that there are things I can do to overcome them.

One of the things that has helped me is to tap into my personal passions (Dweck, 2006). I am a passionate educational leader, but I am also a passionate gymnastics coach and technologist. When I am able to bring these passions into my teaching, I find that I am more energised and engaged. I am also able to create more engaging and relevant learning experiences for my students.

I find joy outside of the classroom because coaching gymnastics allows me to engage with a distinct set of skills and connect with individuals in a different context (Noddings, 2005). The sense of accomplishment I derive from coaching adds a layer of fulfilment and creativity that carries over into my role as an educator (Kohn, 2013). This resonates with research on character education, which emphasises the importance of developing well-rounded individuals with diverse skills and interests (Damon, 2002).

My interest in educational technology (edtech) and leadership serves as a place of innovation. Embracing technology has enabled me to experiment with new teaching methods and explore modern tools that support me to lead, engage and inspire staff and students. This aligns with the concept of professional learning and experimentation, as noted by Darling-Hammond et al. (2017), highlighting that educators who continually seek out new approaches and adapt to changing educational landscapes tend to experience greater job satisfaction and effectiveness.

For my own well-being, I have found that it is important to take care of myself both physically and emotionally. When I am well-rested, healthy, and happy, I am better able to be a positive and effective educator. I also take time for myself to relax and recharge. I have achieved this by incorporating into my routine magnesium flotation therapy for sensory deprivation, regular remedial massage as a stress management strategy and consistently walking for fitness. This intentional focus on self-care has not only improved my physical health but also promoted relaxation and positive mind frames. Research by Jennings and Greenberg (2009) emphasises there is a crucial link between teacher wellness and student outcomes, suggesting that educators who prioritise their well-being are better equipped to create supportive learning environments and positively impact student achievement.

Most importantly, even in moments of dryness I find solace in my faith. This allows me to take my attention off myself and focus on the righting wrongs of the past and serving the needs of others. This greater sense of purpose and intent strengthens my integrity, authenticity and character. 

Conclusion

Defeating dryness as educators is not just about weathering challenging times; it's about embracing them as opportunities for growth and transformation. It requires a multifaceted approach that encompasses personal passions, nurturing relationships, and self-care. 

By tapping into our personal passions and fostering meaningful relationships, we witness the positive impact we have on students' academic, social, and emotional well-being. We inspire awe and ignite learning experiences, which shapes the character and resourcefulness of our students and provides us with joy, hope, purpose and fulfilment, reenergising our teaching journey. 

Educators who embrace wellness strategies find themselves equipped to create transformative learning experiences that extend far beyond the classroom. By prioritising well-being we ensure that we remain resilient, adaptable, and capable of making a lasting impact on the lives of our students.

Stay the Course!

References

• Damon, W. (2002). The moral advantage: How to succeed in business by doing the right thing. Berrett-Koehler Publishers.
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child development, 72(2), 625-638.
• Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
• Kohn, A. (2013). Encouraging educator courage. Education Week, 2-3.
• Noddings, N. (2005). What does it mean to educate the whole child?. Educational leadership, 63(1), 8.
• Pianta, R. C. (2006). Teacher-child relationships and early literacy. Handbook of early literacy research, 2, 149-162.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
• Zimmerman, B. J., & Schunk, D. H. (2012). Motivation: An essential dimension of self-regulated learning. In Motivation and self-regulated learning (pp. 1-30). Routledge.