What We Work With: Troubling Times for Educators


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A heavy workload and time pressures were found to be two of the main reasons that up to half of all Australian teachers are leaving teaching in the first five years , according to a survey of more than teachers across NSW conducted by the Hunter Institute of Mental Health. More than half of the teachers surveyed also said they wanted more time for collaboration, mentoring and planning.

The Sydney teacher said she did not get an orientation or introduction to the school at the beginning of the year and spent most of her breaks "hunting things down". Professor Fischetti said the lack of support given to this particular teacher seemed surprising but that there may be more teachers in similar situations who "don't reach out when it's this bad".

Educating for Hope in Troubled Times - UCL IOE Press

The Sydney Morning Herald. Submit an article Journal homepage. Reflections by the co-authors. Pages Published online: 07 Mar Additional information Disclosure statement No potential conflict of interest was reported by the authors. Article Metrics Views.

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Username Password Forgot password? Shibboleth OpenAthens. Restore content access Restore content access for purchases made as guest. Article Purchase - Online Checkout. Issue Purchase - Online Checkout. Emphasize the resilience of people. Discuss the importance of tolerance and relationship-building. There are many resources available in print and online, and educators and librarians can work with you to find those that best fit the individual and situation at hand.

This will help to ensure that you are and will remain calm. Encourage children to play. They should continue to be active and to maintain balance in their lives.

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What We Work With: Troubling Times for Educators

They may need to be reassured that if they have fun, it does not mean they lack sensitivity to the misfortune of others. Help children to appreciate the value of self-expression in the form of art, music, or journal or poetry writing. These can be wonderful outlets for conveying feelings and also serve as springboards for discussion. Try to have conversations about matters that are anxiety-provoking only at those times when everyone is relatively relaxed. Choose a comfortable space and ample time for open dialogue and respectful listening.

A yoga manifesto for troubling times

When children are deeply troubled and cannot be calmed, consider consulting with a professional who has some expertise in working with those who are highly intelligent or sensitive and who has experience in providing psychological services. Maintain a sense of constancy, with continued nurturing and ongoing attention to daily routines. Respect the fact that sometimes children do not want to share their ideas. A warm hug or a few quiet moments can be comforting, too. Help children steer clear of excessive exposure to conflict, violence, or human suffering on television or in the media.

Acknowledge that there are troubles in the world, but explain that it is not constructive to focus on them too much.


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Help children find ways to make wise choices in their efforts to contribute to the community through religious, recreational, or character education programs that may be offered in the neighborhood. Positive action and opportunities to connect with others serves the greater good and strengthens society. Fortify family ties, and reinforce friendships.

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During times of trouble, a strong social support system can make a big difference to a child. Ways Teachers Can Help Children Listen patiently to children, and ask them what they want to learn more about and what concerns or uncertainties they might have. Incorporate these as may be fitting into classroom discussion times, and infuse them delicately into the instructional framework. Ensure that children actually feel that that are being listened to.

Encourage children to express their feelings, concerns, and ideas for solutions in a variety of ways. Help them to brainstorm together, and recognize accomplishment and thoughtfulness. Explain the connections between real-world and curriculum-based learning. Break problems down into smaller components or steps. Find out what children already know about a concern or situation, how they acquired the information, and whether it is accurate. Determine what they still want to know. Deal with matters one aspect at a time.

Both during and after any learning, help children reflect on what they have come to know and how that makes them feel.


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  • Be alert to any emotional ups and downs that present themselves sadness, discouragement, relief, and other emotions. Consider how aspects of troubling circumstances are being productively addressed.

    What We Work With: Troubling Times for Educators What We Work With: Troubling Times for Educators
    What We Work With: Troubling Times for Educators What We Work With: Troubling Times for Educators
    What We Work With: Troubling Times for Educators What We Work With: Troubling Times for Educators
    What We Work With: Troubling Times for Educators What We Work With: Troubling Times for Educators
    What We Work With: Troubling Times for Educators What We Work With: Troubling Times for Educators
    What We Work With: Troubling Times for Educators What We Work With: Troubling Times for Educators
    What We Work With: Troubling Times for Educators What We Work With: Troubling Times for Educators
    What We Work With: Troubling Times for Educators What We Work With: Troubling Times for Educators

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