Managing teacher burnout and stress????

Georgina/Caroline

We feel already burdened with so much work in the MTeach. Exactly how we are going to deal with managing the classroom so that we don't suffer teacher stress and burnout is something of considerable importance to us if we are going to succeed at being good teachers. What research and evidence can you find that touches on this topic in regards to teachers on their first year out?

Jackie Saisithidej | (129.78.104.178) | Wednesday, 23 May 2001 4:29:01 PM
I can't call on any research or evidence to back up what I'm about to say. I based my views on Study 1 group discussions; discussions with 'new' teachers and discussions with experienced teachers. I suspect that in our first year of teaching the stress and burnout is likely to be generated by ourselves. We will be confronted full on with the "realities" of classrooms, students and schools and will be struggling to reconcile these realities with what we have read about, discussed and a learnt during our short time doing the MTeach. In this stuggle, I suspect I'll have trouble separating my "teacher" life from my "personal life". I guess I would be striving to live up to "best practice" principles shown to us in the MTeach and I can see myself doing a massive overkill. For example, spending all spare hours preparing that "perfect" lesson plan(s) which incorporates interesting and challenging activites but which at the same time will accomodate the less able students in my class. Of course I would also be tring to incorporate all the policies we've been learning about these last few weeks plus of course the various theories about how to engage and motivate your students, manage you class, maintaining respect but also be approachable. Then there's the rest of the school life and the surrounding communities and the links I'll be endeavouring to forge with them not to mention the 'minefield' of fitting in a new workplace. I'm going to take a BEX and lie down.

Lesley Thurston | (129.78.104.178) | Friday, 25 May 2001 4:44:50 PM
I don't think any amount of research you do on the topic of stress management is going to help in your first year out teaching. I believe it will be a matter of support from friends and family, time management, organisation and not letting the little things get to you. I know teaching is going to be a learning experience for me for many years to come and I think the only way I'll get through the stress of it all is to do and have the things I listed above.

Hannan Ibrahim | (129.78.64.5) | Friday, 25 May 2001 5:46:22 PM
I totally agree in what Jackie Saisithidej is saying about how as teachers in our first year,the stress and burnout will be up to us.I can't pinpoint any specific research or evidence that I can base this response to,because in my view nomatter how much written research you do about this specific topic it just won't be enough.The physical confrontatiion between teacher,student and school's will be a blow to the "reality world" for all of us.In the last 3 months in this MTeach course we've had lectures, seminar discussions,role plays and heaps of trees cut down for the never ending papers given to us(lets not forget photocoping).Don't get me wrong,I'm foreever grateful to acquire this beneficial knowledge and education because it allows me to be a better person as well as to be a better teacher.The emotions will be different once I'm out there.I will aim to achieve in becoming a motivated,co-operative and an enthusiastic teacher who will be driven by her passion in her teachings.However,there will be times when I know that stress will happen!!!!!To be a "good" teacher you need to manage and control that.It won't mean that were "bad" teachers if ever we do become burnout and stressed,we just have to work on it.

Wendy Kemmis | (202.7.169.70) | Friday, 25 May 2001 8:42:05 PM
Totally agree with Lesley and Hanaan, and like Jackie, there is no scientific research to back me up. All it takes is common sense, no yourself and your limitations and not taking things to seriously. One thing that I find helpful is this: I am new to this. When I finally get my first teaching position I would have done a total of 18 weeks prac and these probably won't even be full teaching days. How could I possible expect to get it right from the beginning? We must be willing to admit that we are not perfect and as Lesley commented, realise that our experienceing will come through on-the-job-learning. Sure we are coming to have anxieties but that's all part of the fun! Don't let teaching take over your life but, as our parents and teachers said during the HSC "lead a balanced life" with other activities to relieve our stress! This kind of training is one way in which people learn - through doing it! No textbook is going to map it out for us. And like Hanaan, I beleive that we can only endeavour to implement what we are being told we should be as teachers.

Esther Choi | (210.8.224.2) | Saturday, 26 May 2001 2:45:35 AM
I find this question quite relevant and important. In trying to present a case study as a group in my Study1 class, we were looking for any helpful documents for beginning teachers and found that there were absolutely no support documents for beginning teachers. We felt hopeless until our Study group leader presented us with a thick document which was put together quite rescently for beginning teachers. So there is help if you need it. However I think the most important thing for beginning teaschers is to have a mentor, an experienced and empathic teacher with whom you can talk about even the most stupid things about teaching.I think another important point every beginning teacher should bear in mind is to expect the worst in the first 2 years or so.In any job the first two years are the worst and it DOES get better after that so don't have such a high expectation. We won't be excellent teachers we dream of..at least not for the first 2 years anyway. I think all the stress and burnout comes from having a high expectation. I am not saying that we shoudn't TRY and be excellent teachers but just the expectations....

Steph Lawson | (210.50.30.4) | Saturday, 26 May 2001 3:27:20 PM
I totally agree with all the above comments made. In our first year out as teachers, we can't expect to be perfect. We are only human afterall, and our confidence in ourselves and our teaching is only going to come with experience, as has been mentioned. We can read all the available material, role play scenarios, pose hypotheticals and debate issues until the cows come home, but the best thing we can do, is get out there and get some hands-on experience. Only then will we know what we are capable of. I'm sure there will be stress, but if we maintain a healthy balance and perspective, then I believe we will cope just fine. As Leslie pointed out, the support of family and friends is very important. I also believe it's important to stay in touch with one another. Just being able to swap stories and experiences with another teacher in the same boat as me, and realise that all my little worries are completely 'normal', will help me to deal with any stress and insecurity I may be feeling in my first years of teaching.

Jenny Latham | (10.0.73.173) | Sunday, 27 May 2001 9:38:52 AM
I would have to say that burnout with teachers in schools is mainly centred around the workload for lesson planning, controlling adolescent children and having to become a person who doesn't take student remarks too personally. The first year of teaching is going to be always the hardest because it's new. Future teachers like me who have come straight from High school into University now have to change from being the student who is controlled by a teacher to being the controller. Teaching children not much older than me is going to be my biggest hurdle. I see stress and burnout not being just a teacher problem. It also occurs with children starting a new school and year 12 students doing their HSC. Research on stress in the workforce has shown that nurses and teachers experience the highest burnout rates. I think that the best way a future teacher can avoid burnout and minimise stress is to know one's limit. It centres on being interested in the job and balancing this with activities and social events outside the workplace. Compiling strategies in CRM that prevent 'making a mountain out of a molehill' will defuse potentially explosive student/teacher crises.Using fellow teachers as mentors will aid me in gaining the knowledge, confidence and awareness to handle difficult situations.

M.Grace | (129.94.6.30) | Sunday, 27 May 2001 12:29:32 PM
People use the word stress as an excuse. Lets face it we suffer stress due to many reason but primarly usually we inflict it upon our selves. Yes I get stressed but its usally because I have been lazy and let work build up ontop of me. If I wasn't lazy and worked I wouldn't feel stressed. Burn out... well I guess there will be moments in everybodies life when we burnout but thankfully we will be in a school enviroment where most teachers are burnt out... hopefully we recieve some encouragement as we toil. I will burnout but I won'tbe alone..

Jenny Layzell | (139.134.23.68) | Sunday, 27 May 2001 1:55:51 PM
Stress and burnout is NOT going to be part of my vocabulary. At least I hope not. Having said that, I am sure there will be times when I will feel exhausted. Name me one teacher that won't feel that! I believe we are being prepared very well for what is come. Maybe not in certain subject areas. However, lesson preparation holds the key. I have noted what some of my teacher friends have told me. If you are in control of your class and consult with other experienced teachers, know your subject well, are prepared for the odd day when nothing goes to plan then some (not all) situations can be avoided. In other words we don't go into teaching wearing "rose-tinted" glasses. I hope I will stay on top of the work-load and not let little things that are fired at me from either students and fellow teachers get to me. That is when stress starts to build up and you end up burntout.

Roslyn Shailer | (129.78.64.5) | Sunday, 27 May 2001 5:32:30 PM
I firmly believe that maintaining a healthy balance between physical and mental activity is really important in terms of stress management. After a good bike ride or swim or whatever you enjoy, your focus and concentration is so much improved. For me personally, my Christian faith plays a huge role in managing my life and work, and when I am not stressed I work both quicker and more effectively. Allowing time to still go out with friends and have fun is also a great stress-reliever :)

Luzviminda Macasaquit | (203.76.17.27) | Sunday, 27 May 2001 7:01:47 PM
I believe that what we have discussed and learned from study one, classroom management are significantly important but I could not find any specific research to support this topic. As far as I know to manage stress is to be your self. If you really are committed in teaching, organise, and willing to help students to succeed in their studies you can definitely overcome stress. Teaching is not an easy job to deal with, as it needs a lot of extra work beside from classroom teaching like preparing lesson plans. In reality we can't apply everything that we learned because out there is completely different but we can use them as basis. I know this because I taught for almost fifteen years overseas and I really learned from my experienced. I strongly agree to what Lesley said that support from family and friends is really important because I have a friend who teach in Secondary school and suffered stress not only because of students but because of her SUPERIOR and other Staff. She managed to overcome this problem with the support from her family and friends and belief in herself. I also believe that if you really are determined and have faith in your self nothing is impossible.

Catherine Huang | (203.88.255.122) | Sunday, 27 May 2001 8:34:09 PM
I think stress is made up within ourselves. If we are optimistic most of the time it is less likely we will feel stress. Also, if we are always energetic and enthusiastic about the things we do, we won't feel as stressful all the time. When it comes to stress in teaching it would help to consider all situations that are likely to occur, at least when something does not go your way you are prepared for the challenge.

Yuki Tagana | (202.7.209.121) | Sunday, 27 May 2001 9:34:42 PM
I agree with Catherine and everyone else who said that stress is created within ourselves. "It doesn't matter what happens in your life, but how you deal with it only matters."(my high school principal said this.) I think that we create our own reality, so if we hold optimistic views about things, it is possible to overcome any problems we might face in the future. Thinking long-term also helps.

young h | (198.142.206.25) | Sunday, 27 May 2001 9:51:46 PM
i do not wish to call this is a burden but rather a step to future. no matter how much you read, consult, hear a wisdom. i believe the answer is in your heart. you are the only one what will work for you. it will always be that way. optimistic view is important. whenever you are in doubt, look around and seek help. i am sure someone will come for you. i don't think teachers are that bad profession. if teaching is called a stress then what profession doesn't carry such stress. but we are very responsible so we will need to be alert and fress in mind. maybe liberal too. but having a doubt is not going to help us in anyway. my way of dealing this tension/or being nervous about the first year would be talking to other teachers how they dealt with. cheers.

Kat h | (203.54.211.39) | Sunday, 27 May 2001 11:43:01 PM
I think I agree with almost everyone when they say that you can't let things build up on you, that stress can generally be something that you have inflicted on yourself through procrastinating and/or having a low self-esteem (constantly feeling that you are not doing good enough, that you can't cope). The only advice I can offer is to maintain a balanced life, try to mix work with recreation. Have fun and be happy, but also be responsible for your work and what you have to get done. Physical activity and being with friends (and good food) always seems to work for me. However, if external stuff is getting to much, talk to a friend or colleague, figure out what you can do to make things better and do it.

Kat H | (203.54.211.39) | Sunday, 27 May 2001 11:44:46 PM
I think I agree with almost everyone when they say that you can't let things build up on you, that stress can generally be something that you have inflicted on yourself through procrastinating and/or having a low self-esteem (constantly feeling that you are not doing good enough, that you can't cope). The only advice I can offer is to maintain a balanced life, try to mix work with recreation. Have fun and be happy, but also be responsible for your work and what you have to get done. Physical activity and being with friends (and good food) always seems to work for me. However, if external stuff is getting to much, talk to a friend or colleague, figure out what you can do to make things better and do it. All easy to say I spose but it's the best I can come up with, and advice I hope to be able to follow.

Helena Ng | (203.109.250.97) | Monday, 28 May 2001 1:20:10 AM
As with most tasks we need to organise our time wisely, prepare lessons well in advance, listen to the advice of other teachers, learn to be flexible and learn to laugh at ourselves. This is more easily said than done, but teaching will always be a learning process. I don't think there will ever be a time when we can say "I've got teaching down pat". Because we're working with people our work is unpredictable as each person we teach is different from all other persons we will have taught before. Personally I will be approaching teaching with a lot of positive enthusiasm and prayer!

Yun-yi, Eve, Chen | (203.88.255.122) | Monday, 28 May 2001 3:28:20 AM
I agree with many people's belief about stress and to be frankly speaking, I dont really think that teachers do face a lot of the pressure and stress compare with other professions. But I dont mean that teachers are not as stressed as the top CEOs or financial brokers, I mean that we are stressed about how to deal with the kids and educate them, but at least, this is a long or I should say a steady process, you cant change a kid overnight! But for thoses work in a very competitve markets, like the CEOs in the big company, they're decisions are made and that affects so many people and maybe many of them would lost jobs or starve due to the decisions they made. So I think that for me if I am stressed out about the school work, I just compare myself with the CEOs, and then the outcome is always positive....they definately face more stress than me.

Andrei Laptev | (129.78.64.5) | Monday, 28 May 2001 9:03:19 AM
The pressures of the classroom are ones that niggle after you've left the chool grounds. I think that in order to remain sane you must have a supportive family/friends/home environment and something to DO outside of teaching. A release is important or else burnout would happen much quicker. (This is based on observing a couple of young teachers i know)

Crispene Nathan | (172.16.17.81) | Monday, 28 May 2001 9:54:01 AM
They say that in teaching you have ultimate highs and ultimate lows, with nothing in between. I'm sure that we will question ourselves and feel quite burnt out if we expect rewards frequently in this field. I think in our first year out it would be helpful to talk a lot to other more experienced teachers on the staff and see how they cope, any tips and feedback. It is always comforting to know that others experience the same problems and have the same reactions. I agree with another comment on this page about trying to lead a balanced life. It is very important to develop other areas of interest that allow you to stop focusing on your work for a bit.

Matthew Louttit | (203.63.158.2) | Tuesday, 29 May 2001 12:38:13 AM
Exactly how we are going to deal with managing the classroom so that we don't suffer teacher stress and burnout?

Research on stress avoidance outside of books from the 'self-help' aisle of the bookstore seems to be hard to find. Since avoiding stress is partly a matter of managing our own energy and time with common sense, which we all have lots of, I can only offer some ideas from the peer counselling system I've had some experience with. I've experimented with writing out principles or 'rules of engagement' that might serve teachers in the work we will all soon be doing. My hypothesis is that if I stick to these rules I will experience much less stress as a teacher. My draft rules run like this.

1 The students' problems are not my problems.

To me this means something specific and factual: I can't live my students' lives for them. I cannot make them learn or 'behave', I can only invite them to learn or behave with whatever theoretical and practical rationales I have in my professional kitbag.

2 I'm the adult here and I know my business.

I'm completely confident about my ability to help my students learn; if ever in doubt, I recall that I've already done the HSC exam and many other things besides. No students' bad behaviour can invalidate the careful lesson preparation I do as a matter of professional responsibility, or put the slightest dent in my achievements.

3 I am committed to helping all my students learn.

[This takes on more meaning when said with an emphasis on the word 'all'.] I refuse to cease inviting quiet, apathetic, belligerant or woundingly satirical students to learn. I recognise that the relation between a student's misbehaviour and teachers' giving up on a student is cyclical, and that it is my responsibility to break open such a cycle if I encounter it. (Worried this would be too stressful? - refer to rule 4.)

4 Seen in the light of reason, every human being in the classroom and the staffroom is completely good.

This means I accept that, logically, all students and staff have the essential right to exist and flourish, just as I do. I accept from observation and personal experience that human beings are born into the world aggressively curious, quick to laughter and delight, intelligent and with a fine sense of justice. The social world we encounter following our birth is a disappointment to us only because it was a disappointment to many of those who went before us. It follows that the nastiest student behaviour can only be the result of someone acting on the basis of an illusion grounded in disappointments past and present, not from their common inheritance of human capacities just described. It follows that I find it easy to take delight in my students and logical to expect delightful behaviour from them.

5 I don't take work home.

I am aware that I am living in an oppressive society that has responded neurotically to the continual decrease in the amount of work needing to be done, by becoming compulsively overworked. I refuse to overvalue my work or allow it to take the place of social intercourse and human pleasures or pastimes. My work, so long as it meets my students' needs and professional responsibilities, is done at my place of work - the school.

6 I decide always to function completely well in the classroom, even though I may have a history of bad experiences as a student (or child) which can sometimes produce the illusion of a present danger.

Students sometimes 'push my buttons' because the buttons are connected to pathways in my memory of everything I saw and did in the past. Some of my past was traumatic; some of my buttons, when pressed, trigger the same confusion, fear and pain I experienced in the old trauma. This replayed trauma usually causes an immediate 'brain fade' and so impairs my functioning as a teacher. So when I am in my classroom, my buttons are always under lock and key, unavailable to the students. (How? - see rule 2.)

7 I talk, laugh, shudder and cry freely about the traumatic aspects of my work to people who are likely to understand and help.

These modes of expression are important methods of healing from trauma, both physical and mental. Untrained people might be disturbed by the sight of my emotions, but that doesn't change my need for them as healing processes. For me that means I don't talk much about my work outside of a counselling session (these sessions are in the peer counselling system fairly informal two-person exchanges, but they are not social occasions). The person who listens to my rants and moans about the work is trained to identify and politely point out to me the anxieties or irrational expectations underneath my distress. We share the session time so that when my time is up, we swap roles and I listen to the other person's ranting. Counselling is not always immediately available at the end of a hard day. But at the least, when I rant and moan about my work I do it with another trustworthy teacher, not with my untrained family and/or partner.

8 I shamelessly observe, then copy the successful management practices of experienced colleagues.

This of course refers to the practices that I can see will work for me, or that offer a new way to help students in my subject area. Copying good practices will save me time and help me to function efficiently as a teacher. I will in no way feel tempted to reinvent the teaching wheel in a spirit of grandiosity or masochism. My own imaginative thinking may be freed up by accepting a well-made teaching wheel when I see it. (Still spending hours on lesson plans? - refer to rule 5.)

9 I don't assume I am an important figure in my students' lives.

'Important' is meant in the sense of 'beloved'; 'needed', etc. The realities of my role are that I see my students for relatively short time each week (however long it seems on a hot afternoon), and have a primarily technical function as a helper in their learning. My students are not generally interested in adults and their difficulties; they are interested in being young and are busy with their own lives. However fond of them I am, they will be startled if I suggest my care and concern for them should be reciprocated. (Feeling unsupported? - refer to rule 7.)

10 When a student causes serious trouble I always refer to the part of the school discipline policy that applies to their behaviour.

I have carefully read the discipline policy and I am confident that there is nothing a student might do, including shooting or stabbing someone, for which my school does not have a meaningful response or preventive strategy designed to protect me and the other students from harm. I can call on the tools that the policy provides (eg, infraction slips) whenever a student seems 'uncontrollable'. (Still worried? - refer to rule 1.)

Reema Hozeiran | (172.16.17.91) | Monday, 4 June 2001 10:35:32 AM
I believe that stress is something built in ourselves when we are facing a new situation. To overcome or reduce my teaching stress & burnout it is important to have a good control on myself by taking things easily, be enthusiastic, prepared very well by knowing my working environment & having good strategies in class control and time management. It is important to seek advice from experienced friend or colleague whenever I need it. I believe that having confidence as teacher only becomes by experience, therefore in the first year I can not expect my self as perfect teacher but I will try my best to be so.

Reema Hozeiran | (172.16.17.91) | Monday, 4 June 2001 10:35:42 AM
I believe that stress is something built in ourselves when we are facing a new situation. To overcome or reduce my teaching stress & burnout it is important to have a good control on myself by taking things easily, be enthusiastic, prepared very well by knowing my working environment & having good strategies in class control and time management. It is important to seek advice from experienced friend or colleague whenever I need it. I believe that having confidence as teacher only becomes by experience, therefore in the first year I can not expect my self as perfect teacher but I will try my best to be so.

Allison Throwden | (129.78.104.104) | Monday, 4 June 2001 10:40:28 AM
I think that we will all learn through experience and I am not really concerned about this issue. I aim to prepare well for my classes and to know the background and rules of the school I will teach at. From this point I think it is a case of jumping in the deep end and learning how to swim - hopefully with some advice from good teachers and support from family and friends. Of course it is going to be difficult and challenging and it will take time. I do not think anyone in this course believes thay will be great from the word go but I am confident that experience will lead me to be successful in managing my time and teaching well.

Reema HOzeiran | (172.16.17.91) | Monday, 4 June 2001 10:41:00 AM
I believe that stress is something built in ourselves when we are facing a new situation. To overcome or reduce my teaching stress & burnout it is important to have a good control on myself by taking things easily, be enthusiastic, prepared very well by knowing my working environment & having good strategies in class control and time management. It is important to seek advice from experienced friend or colleague whenever I need it. I believe that having confidence as teacher only becomes by experience, therefore in the first year I can not expect my self as perfect teacher but I will try my best to be so.

Reema Hozeiran | (172.16.17.91) | Monday, 4 June 2001 10:41:54 AM
I believe that stress is something built in ourselves when we are facing a new situation. To overcome or reduce my teaching stress & burnout it is important to have a good control on myself by taking things easily, be enthusiastic, prepared very well by knowing my working environment & having good strategies in class control and time management. It is important to seek advice from experienced friend or colleague whenever I need it. I believe that having confidence as teacher only becomes by experience, therefore in the first year I can not expect my self as perfect teacher but I will try my best to be so.

herlina massing | (10.1.37.30) | Monday, 11 June 2001 2:55:04 PM
One of my friends who has been teaching for ten years said that taking control of time and utilise it productively help to manage stress and burn out in teaching profession. Most teachers feel that they are overloaded with numerous deadlines and works. They are not only spent a large propotion of their day teaching in the classroom but also busy with other activities, such as consultation with students, collegues, attending meeting, planning lessons, supervising extra curricula activities, playground supervisions, marking etc. She said it is important that teachers set a personal time where they can recharge and also are able to do whatever they want to do for themselves. She said that teachers need to have other interests in life, and do not make teaching as the only thing in their life. In the area of classroom management, it is also crucial that teachers have the skill to detect how they spend their time and pinpoint activities that are time wasting. They need to be able to control how they plan to spend their time by designing a daily/weekly classroom plan to establish and prioritize classroom activities. It is important to keep them in writing to make it clear and visible so that goals and objectives are remembered and do not become lost or overlooked in the course of a busy day. To help managing time teachers can write lists and rank them in order of importance and crossing them out when they are done. The list gives the classroom focus and organization. By becoming an effective time manager the teacher can influence the class to become effective time manager themselves. Teachers can write the daily/weekly plan in the classroom white board so the class are clear about what the activities they have to do and to what extent these have been achieved.

Tracy chang | (129.78.104.119) | Wednesday, 13 June 2001 2:12:21 PM
Stress is everywhere and it has become one of the most popular term at workplace. Some people think that a bit of stress can actually improve your performance. The issue here is how we deal with it and have a fulfilling life. As a human being, we are not living in a no man island, we all need supports from others, so do make full use of our surpport groups.

K Gard | (203.27.69.91) | Monday, 18 June 2001 11:56:51 AM
Call me negative, but I'm already assuming the my first year teaching will be very tough, very stressful and lots of work. No amount of study and dicussions that we do in the MTeach can prepare us for the classroom experience, and I think it will be very stressful at first. But eventually (I hope) with experience and knowledge of yourself and what you are capable of, things will get a little easier. I think it is important to not be too hard on yourself, and anticipate that at first things may not be easy. Have faith in yourself and most importantly, draw on the support of the people around you- colleagues, MTeach buddies, families etc. And maybe take up yoga!

Glenn Murphy | (203.108.0.57) | Thursday, 30 August 2001 11:02:33 PM
A quick introduction - I am a first generation MTeacher (1996/1997 vintage). I have the current responsibility of working with a 1st Yr Mteacher (G'day Andrei!) at the moment and have decided to pay the site a quick visit to see how it has changed etc. Knowing Mike, I've come to the discussion rooms and figure that I will offer my twenty cents worth. I have been at it now for four years - slogging away at the chalk face - I got lucky, I managed to land myself a job via the internship at a private boys school. As such managing classroom problems is not the most difficult thing given that in the grand scheme of things the problems I have to face are pretty average! (It's my wife - also a first generation MTeacher who has all the horror stories there!) I must admit I found my first year a bit of a blur, a bit like my second year really. Now I can honestly say that I am getting on top of it. Where do the stresses I face arise from? Workload. A full teaching load is a huge amount of work, particularly if launch straight into HSC level teaching. How do you cope? You become more efficient in your planning and preparation - I hate to say it but you cut corners, and you in essence deliver the types of lessons you vowed never to give whilst at Uni learning to be a teacher - you will learn that they work - to a point. My school is a boarding school - I work in residential education, the term 'duty of care' becomes a very significant one. I live at work, so when the time comes to go home on some evenings and weekends I merely continue to work - it can make for a long day - 6am to 11pm (then you have to lesson plan, eat, organise your domestic life, and perhaps sleep. That is of course assuming nothing goes wrong whilst you are on duty. Private schools - sports coaching, give up your afternoons and Saturdays-hopefully you know something about the sport. I also work in outdoor education, don't get me started there! Added to this is the pressure of delivering the level of service demanded by parents who pay some very steep school fees and in some cases refuse to accept that their child is not in the same league as Albert Einstein. Throw in a family and hope you can juggle it all. How do you cope? You just do. Like I said you will find shortcuts, your planning and preparation will become more efficient, particularly as you become more confident in both your subject area and in your teaching practise. Many will not survive, teachers are generally underpaid and undervalued, get used to it, its a fact of life. Personally I like the job. I tell my students that it beats working for a living when they ask me why I'm a teacher. Having pursuits outside of school will help, friends and family are a big help, and perhaps most importantly keep your sense of humour. Its a job! I apologise for not really having much in the way of concrete research to support my thoughts, they are fairly general and anecdotal, however like any job there will be stresses, and by and large you will cope with them, simply because you have to - like many things in life. Don't worry to much about it - easier said than done I know! Good Luck.

Caroline Kahn | (64.198.229.119) | Saturday, 27 October 2001 1:53:03 AM
I am a journalism student at the University of Illinois, and I am actually writing an article for one of my classes on teacher burnout-both in first year teachers and in teachers who have been there for 20 years. If anyone would be interested in talking to me about their experiences, I would really appreciate it. My email is ckahn@uiuc.edu. Thank you and good luck to you all.