
How will schools ever transition adolescents into stable thriving adults in our society if the educators who teach them aren't stable? It’s not that many teachers aren’t modeling successfulness on purpose; I insist it’s chiefly because they haven’t been equipped to cope with the many emotional struggles teachers face in their first formative years. Previously confident and secure individuals are often left emotionally corroded, becoming fragile and unsure. A portion of the empty production of unsuccessful students is partially the effect of educators pouring from empty reserves. Is a lack of emotional support causing teachers to leave the profession? Leading research lends energy to that theory and if school districts address the emotional aspect of teaching, then teachers would be able to focus on the portion many educators get right… academics. To have an academics-focused mindset and model effective behavior will increase students' measurable successes. Message: Fill your cup because whole educators develop whole children.
Nightly, I spend a portion of hours enjoying bible journaling, painting, hand lettering and other crafting hobbies. The reprieve I receive from focusing on myself, even if just for a short amount of time, helps me to re energize and be prepared to closely engage with my scholars.
I have worked with so many educators who are mentally fatigued. They interface with the same mundane tasks daily and become jaded in their creativity. They become educators who are short-tempered, too critical of their surroundings and unwilling to spend the additional time necessary to invest in their scholars. It is almost impossible to ensure the happiness of a child if the adult is unhappy in their own work effort.
At my current school in Baltimore City Public Schools, I started a happy mail initiative. Participating educators were matched with other educators within the school community. The mission: leave either words of encouragement or small gifts in their partner's school mailbox at least once a month. This gave educators in my school something pleasurable to look forward to and the results were rewarding! Teachers would excitedly approach me during the school day to share what they received and how it made their day--a few teachers would even shed tears, declaring that while no one knew what they were going through, the token of love and care left in their mailbox was right on time.
In addition to the happy mail implementation, I initiated an after school paint party for my colleagues. More than 10 of my colleagues walked into my classroom, redesigned to look like a paint and sip with metal easels, canvases and paint palettes prepared at each seat. I was elated to share my love of art with my colleagues and they were eager to learn how to create the model canvas: a stripe pattern with a large anchor featuring the hand-lettered words "refuse to sink". The only rules: Do not discuss the school day and do not say anything negative. We had a great time listening to relaxing music, snacking and painting after a long day. Many of the educators shared that they forgot how relaxing sitting down and creating could be. I hoped that this initiative sparked a desire for each participant to continue this practice beyond the school building.
Finally, during the 2016-2017 school year, I completed the Teacher Leaders Program. Again, addressing this important issue of a lack of teacher wholeness, 2 members of my cohort and I created the BeLead Program in an effort to increase teacher retention through mindfulness journaling. In our research, we were astounded by data that showed in recent years an estimated 148,000 teachers in high-poverty schools either changed schools or left teaching altogether. After administering a school-based survey, our data showed that 16 out of 24 teachers noted that a lack of emotional support would be the reason they would leave the profession. In order to retain teachers, we recommended that the district offer teachers strategies to deal with emotional stress (just as they would do with young scholars), provide teachers a forum to discuss emotional issues without penalty, address the factors that cause emotional stress for teachers, implement mindfulness techniques (i.e. journaling) for teachers only. All teachers who participated in our mindfulness program thought it was helpful in providing emotional support. 2 teachers gave the program a 4 out of 5 and the other 6 thought the program was very helpful and rated the program a 5, the highest rating.
Nationally, we can create schools that foster a climate of teacher wholeness in order to develop whole scholars. Personally, we can begin by practicing self-care. Commit to yourself today: What will you begin doing for yourself today that can support your mind, body, and spirit being at peace? What will you do to ensure your own wholeness before educating our youth who may come to school half full?
Bio:
LaQuisha Hall has dedicated 16 years to teaching English in Baltimore City. She holds an English Bachelor’s degree from Elizabeth City State University and a Secondary Education Master’s degree from Morgan State University. LaQuisha mentors via Queendom T.E.A. (The Etiquette Academy), a program she founded to empower young ladies. An award-winning, best-selling author of multiple books, LaQuisha published more than 100 scholars in anthologies including One Nation, One Heart—winner of the national Indie Authors Legacy Award for Youth Authors of the Year. LaQuisha, 2018 Baltimore City Schools Teacher of the Year, encourages educators to practice self-care because they cannot pour into students from an empty cup.
Nightly, I spend a portion of hours enjoying bible journaling, painting, hand lettering and other crafting hobbies. The reprieve I receive from focusing on myself, even if just for a short amount of time, helps me to re energize and be prepared to closely engage with my scholars.
I have worked with so many educators who are mentally fatigued. They interface with the same mundane tasks daily and become jaded in their creativity. They become educators who are short-tempered, too critical of their surroundings and unwilling to spend the additional time necessary to invest in their scholars. It is almost impossible to ensure the happiness of a child if the adult is unhappy in their own work effort.
At my current school in Baltimore City Public Schools, I started a happy mail initiative. Participating educators were matched with other educators within the school community. The mission: leave either words of encouragement or small gifts in their partner's school mailbox at least once a month. This gave educators in my school something pleasurable to look forward to and the results were rewarding! Teachers would excitedly approach me during the school day to share what they received and how it made their day--a few teachers would even shed tears, declaring that while no one knew what they were going through, the token of love and care left in their mailbox was right on time.
In addition to the happy mail implementation, I initiated an after school paint party for my colleagues. More than 10 of my colleagues walked into my classroom, redesigned to look like a paint and sip with metal easels, canvases and paint palettes prepared at each seat. I was elated to share my love of art with my colleagues and they were eager to learn how to create the model canvas: a stripe pattern with a large anchor featuring the hand-lettered words "refuse to sink". The only rules: Do not discuss the school day and do not say anything negative. We had a great time listening to relaxing music, snacking and painting after a long day. Many of the educators shared that they forgot how relaxing sitting down and creating could be. I hoped that this initiative sparked a desire for each participant to continue this practice beyond the school building.
Finally, during the 2016-2017 school year, I completed the Teacher Leaders Program. Again, addressing this important issue of a lack of teacher wholeness, 2 members of my cohort and I created the BeLead Program in an effort to increase teacher retention through mindfulness journaling. In our research, we were astounded by data that showed in recent years an estimated 148,000 teachers in high-poverty schools either changed schools or left teaching altogether. After administering a school-based survey, our data showed that 16 out of 24 teachers noted that a lack of emotional support would be the reason they would leave the profession. In order to retain teachers, we recommended that the district offer teachers strategies to deal with emotional stress (just as they would do with young scholars), provide teachers a forum to discuss emotional issues without penalty, address the factors that cause emotional stress for teachers, implement mindfulness techniques (i.e. journaling) for teachers only. All teachers who participated in our mindfulness program thought it was helpful in providing emotional support. 2 teachers gave the program a 4 out of 5 and the other 6 thought the program was very helpful and rated the program a 5, the highest rating.
Nationally, we can create schools that foster a climate of teacher wholeness in order to develop whole scholars. Personally, we can begin by practicing self-care. Commit to yourself today: What will you begin doing for yourself today that can support your mind, body, and spirit being at peace? What will you do to ensure your own wholeness before educating our youth who may come to school half full?
Bio:
LaQuisha Hall has dedicated 16 years to teaching English in Baltimore City. She holds an English Bachelor’s degree from Elizabeth City State University and a Secondary Education Master’s degree from Morgan State University. LaQuisha mentors via Queendom T.E.A. (The Etiquette Academy), a program she founded to empower young ladies. An award-winning, best-selling author of multiple books, LaQuisha published more than 100 scholars in anthologies including One Nation, One Heart—winner of the national Indie Authors Legacy Award for Youth Authors of the Year. LaQuisha, 2018 Baltimore City Schools Teacher of the Year, encourages educators to practice self-care because they cannot pour into students from an empty cup.