Creating a Breathing Space
Many of us are familiar with the “oxygen mask rule” from air travel. The rule instructs us in an emergency to put on our own oxygen mask first before helping those around us. Roland Barth, founder of the Harvard Principals’ Center, frequently employed this metaphor to make the point that adults in schools need to be learning and growing in order to help students learn and grow. Psychologist Rob Evans invoked the rule to remind educators that we must take care of ourselves in order to care for others.
Now more than ever, the oxygen mask rule is needed in education. Teaching and leading during this challenging and unprecedented period of a coronavirus pandemic and national protests to end systemic racism only underscores that educators must be able to handle stress and model caring and culturally responsive practices in order to create school and classroom communities where everyone feels safe, cared for and valued.
During this spring of school closure and remote learning, teachers and principals reported increased stress as they struggled to cope with the unknown and plan for new ways of teaching and learning. And, as is a danger when working from home, the lines between work and home blurred and it became even more challenging to unplug from work and turn the inner voice off.
When faced with so many in need during this time of crisis, it may feel indulgent or even privileged to be talking about self-care. It is actually more important than ever. Parker J. Palmer, author of
The Courage to Teach,
reminds us that: “Self-care is never a selfish act – it is simply good stewardship for the only gift I have, the gift I was put on this earth to offer others. Anytime we can listen to true self, and give it the care it requires, we do so not only for ourselves, but for the many lives we touch.”
One helpful way to think about self-care can be found in the work of the
Mind and Life Institute
, which defines 3 modes of care: receiving care, developing self-care and extending care. In this framework, self-care is defined as the ability to bring attention to our feelings and thoughts in a deeply accepting way. This is essential not only for our own well-being, but also for our ability to care for others. If we have difficulty facing our own inner life, including challenging thoughts and emotions, we may also struggle to accept and embrace others.
|
|
Practices to Develop Self-Care
Mindfulness, meditation and reflection are all ways to promote this type of self-care. The key is to identify a practice that feels right for you and that can be done on a regular basis without becoming another item on the daily to do list.
Daily Practices
- Adopt a daily meditation practice: There are many apps and examples readily available on line. One simple example is the Three Minute Breathing Space, which can be done by yourself – or used to start a class or faculty meeting.
- Daily Reflection Time: Create a time in your day for reflection – even just a few minutes. Sit down and journal, take a walk, or reflect with another person.
- Gratitude Journal: Make it a habit each day to make a note of something you are grateful for or some small thing that delighted you.
Mini-Practices
If a daily practice feels like too much, Pamela Seigle, founder of Open Circle and co-developer of
Leading Together: Building Adult Communities in Schools,
has identified what she calls “mini-presence practices.” Here are some of her suggestions:
- Pick something you do at least a few times every day that can be a cue to be mindful (e.g. washing dishes, taking a shower, getting in the car, sitting down at your computer). Each time you do it, take a moment to shift your attention and notice your physical sensations. (I tried this one each morning for a year – pausing before I got out of the car after arriving at school.).
- Notice the physical location where you are. Martial artists bow before entering or leaving their practice space to remind themselves that it is a space of learning. What might be the equivalent of a bow as you enter school each day?
- When you notice yourself walking very quickly, stop for a moment and listen to the sounds around you. Then resume walking. (I like this one because a teacher once told me I needed to slow down and “stroll more.”)
- Before you go into a high stakes meeting, pause and close your eyes, notice physical sensations, feelings and thoughts, and take a few calming breaths.
- When in a meeting, notice if your hands are clenched or arms crossed. If they are, uncross your arms and open your palms. Notice if there’s a change in energy.
In order to be more fully present for our students, our colleagues, and our communities - not to mention our own families, we need to practice self-care. In her poem
Fire,
Judy Brown writes:
“What makes a fire burn
is space between the logs,
a breathing space.”
|
|
As you prepare for the uncertain and challenging school year to come, may you find the breathing space you need to care for yourself and in turn to care for others.
Rick Rogers is an RBT Consultant specializing in leadership coaching and consulting.
|
|
References
:
- Barth, Roland, Learning by Heart (San Francisco, CA: Jossey-Bass, 2001)
- Brown, Judy A Leader’s Guide to Reflective Practice (Trafford Publishing, 2008)
- Francis, Shelly, The Courage Way: Leading and Living with Integrity (Oakland, CA: Barrett-Koehler Publishers, 2018)
- Evans, Robert, Seven Secrets of the Savvy School Leader (San Francisco, CA: Jossey-Bass, 2010)
- Palmer, Parker J, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, 20th Anniversary Edition (San Francisco, CA: Jossey-Bass, 2017)
- Seigle, Pamela, Sankowski, Lisa, and Wood, Chip, Leading Together: Building Adult Communities in Schools (Seattle, WA: Center for Courage & Renewal, 2015)
|
|
 |
You’re here for them, we’re here for you. Headspace offers free access to all K-12 teachers, school administrators, and supporting staff in the US, UK, Canada, and Australia.
|
|
|
|
It’s a simple self-care strategy: Teachers text a colleague to cover their class for a minute when they need to de-escalate and recharge.
|
|
|
|
|
|
Open Enrollment Opportunities
NOW OFFERED VIRTUALLY
|
|
RBT's virtual offerings model the effective use of both synchronous and asynchronous tools to promote an
interactive and rich learning experience.
|
|
|
|
Studying Skillful Teaching
(37.5 hours)
Instructor: TBD
August 10, 11, 17, & 18, October 7, November 4
Each day includes a 2-hour morning synchronous session, flexible time midday for asynchronous learning experiences, and a 2-hour afternoon synchronous session for continued learning, processing, and reflection.
|
|
The Studying Skillful Teaching program is RBT’s cornerstone program for building teachers’ capacity – the knowledge and skills as well as the courage and conviction – to promote students’ motivation, learning, and increased achievement.
|
|
|
Lesson Planning For the Virtual Classroom
Instructor: Reena Freedman
August 13 | 9:00am - 12:00pm
|
|
|
|
Drawing from the extensive research on the critical components of well-structured lessons, we will map the key questions for designing virtual learning and provide both the tools and exemplars to guide participants in applying concepts to their own practice. Along the way, we will model the same tools and interactive techniques that are at the heart of skillful lesson design.
|
|
Analyzing Teaching for Student Results
(42 hours)
Instructor: Reena Freedman
October 1 & 29, November 18, December 12, 2020
January 14, February 4, March 11, 2021
8:30am - 3:30pm
Each day includes a 2-hour morning synchronous session, flexible time midday for asynchronous learning experiences, and a 2-hour afternoon synchronous session for continued learning, processing, and reflection.
|
|
|
|
This is a program for leaders on how to improve classroom teaching and learning. Reflecting the national shift towards learning-focused supervision and evaluation, the Analyzing Teaching for Student Results (ATSR) program helps leaders zero in on the impact of teaching decisions on students. During the program, participants examine high-leverage teaching strategies and use both a common language and a concept system about teaching to support any state framework.
|
|
Making Student Thinking Visible
Online Course
|
This program equips teachers to create robust talk environments where students talk more than teachers and at a high level of thinking.
|
|
|
RBT Free Webinar Series
Continues in August
|
|
Long overdue is the flood of literature and videos teaching us about systemic racism. But beyond reading and talking, what are we actually going to do for children of color to combat the effects of racism? The
Coalition of Schools for the Education of Boys of Color (COSEBOC)
has done much, and done it with great success. Ron Walker and Kamau Ptah will tell the story.
|
|
Check out all the recordings
here
|
|
with Gail Dahling-Hench, Julie Craven, Dan Swartz, and Annais Diaz
|
|
with Kristen Palatt, David Vita, and Vincent Cerce
|
|
with Jon Saphier and
Deb Reed
|
|
RBT's Professional Resources
|
|
Research for Better Teaching (RBT) is a professional development organization dedicated to improving classroom teaching and school leadership. Founded in 1979 by Jonathon D. Saphier, RBT works to strengthen organizational culture and to institutionalize the study of teaching within schools and throughout school districts.
Our expertise in teaching is complemented by the realization of the need for skillful leaders and that data offers us one of the most powerful levers educators have to improve student achievement. This expertise is embodied in RBT’s publications, products, professional development programs, and consulting to apply a focused, coherent, and systemic approach.
RBT offers a comprehensive array of professional development products and courses in
Skillful Teaching, Skillful Leadership, and Skillful Data Use
.
- Review our publications here.
- Review our articles and additional resources here.
- Review our comprehensive video library here.
- Review our course offerings here.
|
|
|
|
|
|
|
