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Maria Rosario Di Mónaco

Education Week Teacher: How Teachers Can Build Emotional Resilience - 0 views

www.edweek.org/...tln_resilience.html

evomlit evomlit11 multiliteracies emotional-resilience resources

shared by Maria Rosario Di Mónaco on 20 Jan 11 - No Cached
  • "I’ve come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather."
  • in order to forge on I needed to learn more about managing my emotions. While our working conditions need to be improved, that will take time. In the interim, we can change how we experience the stress; we can increase our emotional resilience. I suspect that if I did, I’d be more effective and feel better.
  • Emotional resilience is defined as how you roll with the punches, how you handle and adapt to stressful situations. Emotionally resilient people understand what they’re feeling and why.
  • ...13 more annotations...
  • Our emotions are fundamental to our ability to be effective, and there’s unanimous consent that our jobs are stressful.
  • As I explored this concept, what seemed critical was the notion that emotional resilience can be developed
  • They persevere and believe that they are in control of their lives, and they are optimistic and believe in their own strength.
  • 1. Have personal values that guide their decision-making.
  • Resilient teachers:
  • If I was the education czar, I would mandate that everyone working in schools have one component of their professional development—and a certain number of hours per year and minutes per meeting—allocated to developing emotional resiliency. If we really are going to transform our system, we need to start by attending to people’s emotional experiences and well-being.
  • 2. Place a high value on professional development and actively seek it out.
  • 3. Mentor others.
  • 4. Take charge and solve problems.
  • 5. Stay focused on children and their learning.
  • 6. Do whatever it takes to help children be successful.
  • 7. Have friends and colleagues who support their work emotionally and intellectually. 8. Are not wedded to one best way of teaching and are interested in exploring new ideas. 9. Know when to get involved and when to let go.
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