Teaching can be stressful. Here are some musings on what philosophy can teach leaders about making the job a little less anxious and enjoyable.
Removing barriers to doing your job as well as you can
The aim of good decision making is to bring about solutions to issues that blockade everyone from being able to get on with their job as effectively as they can. The job being: good teaching, good learning, and positive relationships.
Solutions don’t have to be perplexing, but usually need “considered thought” (or ‘reflective thinking’ for want of another phrase) – something that has the essence of Stoicism, hence the word ‘considered’.
(Stoicism was a school of philosophy invented by the Greeks and popularised by the Romans until religion got in the way, but shows resurgence.)
The problems of external and internal pressures
The chances of being able to perform well under excess pressure are diminished. To state what might be obvious: the problem of seemingly poor performance or slow headway arises when we spread ourselves too thinly – unable to focus or feeling near mental paralysis owing to a multitude of what are labelled “priorities” – either within our personal or professional lives.
Once such cause of poor performance are external pressures such as overly ambitious or unfocussed development plans – hence the need for periods of time that focus on specific outcomes and importantly putting others aside. An internal cause is falling into the trap of thinking that everything must be done ‘now’ and, thinking we can somehow exert control over the uncontrollable.
What do we do about pressure?
Know what you can and cannot control
Control what you can with your thoughts and actions. And accept that you can’t change anything that is not under your control – for example how others react. Try and move a paperclip using telekinesis – it’s not going to happen! Or to state it in terms familiar with coaches: Only operate within your spheres of influence. In this way, you will feel under control and not worry about what you cannot do anything about. This isn’t to say that you can’t play your role in global issues but it is about being accepting about what you can reasonably do.
Continuing with Stoic ideas, we indeed must accept that we do not know what the future will hold, and therefore when faced with uncontrollable uncertainty we must mentally accept what we can or cannot do to control events. We set a path towards our desires. Keeping on that path is nigh on impossible owing to fate and fortune pushing us one way or another. Accept that we will deviate from our path – but it is the journey that we are on that we need to accept and make the most of.
Reducing the pressure from our own perceptions of what it takes to be perfect
We worry about looking foolish because we compare ourselves to media’s presentation of seemingly perfect teachers or schools. We are afraid of writing what we really think on social media because one minor “brain fart” of a mistake can be blown well out of proportion. Toxic people who only pick up on faults are also unhelpful. Modern culture seems to have turned us into a neurotic bunch as through unconscious comparison between self and media portrayal we are telling ourselves the story that we are not good enough. Truth be known, other people, just like you, all have problems, worries and fears about not being good enough. Like everyone else, given your circumstances, you are more than likely good enough! Spread the message and create an environment where it is OK to have a go and fail. Keep reminding yourself and others that stepping out and having a go is the achievement and not just the end goal. This alone can get people off the starting line.
Furthermore, communicate the idea that to express doubts, problems and issues is in fact demonstrating strength of character….and then do so yourself to prove it.
If you speak with me, you’ll know I’ve failed at lots of things, but feel good about having had a go. This isn’t to say I’ve had no successes at all!
I struggle to trust the words of any supposed professional who puts themselves forward as being “perfect” and fails to at least allude to problems they themselves have faced and how they were managed.
Remember that you only understand as much as you do from your own experiences of the world. Sometimes it is prudent to see and understand problems from other people’s point of view before you react.
Not everything is down to mindset and attitude, pressures are problematic
Dane Jensen’s notion that “pressure isn’t the problem” is in my opinion, potentially toxic. Yes, some do thrive under pressure. And some people get lucky with good fortune and look for “evidence” that “their way” works that confirm their existing confirmation bias. Not every CEO that works incredibly hard will make it. All because you put yourself under pressure it doesn’t mean that you won’t fail or haven’t worked hard enough. Much of the self-help industry is fuelled by the lie that anyone can be successful if only you follow “the n steps/model for xyz”, and if you aren’t successful then it is your fault for not sticking with the plan well enough, leaving you feeling like a failure.
Factors exist that are outside of our control. Not everyone can or will be a Headteacher – not for wanting, but because only so many headships exist. Is it possible for everyone to climb to the top of a ladder?! It isn’t wrong to think more in horizontal terms than vertical, and focussing on what brings about enjoyment. Sometimes we ‘reach the top’ and then decide that’s not where we want to be after all and contemplate if it was worth the stress.
The world throws problems at us that we can’t control. Keep in mind that the many a burned out teacher or failed CEO doesn’t tend to write books about problems of excessive demands or problems that are beyond control. This doesn’t mean that we mustn’t try, but it does mean we should be more accepting of what uncontrollable fate or fortune brings our way.
Whilst some pressures can be reduced by the way we perceive them and others removed entirely, we should not ignore the fact that there are an awful lot of pressures in education that are important! What can you think of?
- Learning every student’s name and forming a relationship (all 200+ students you teach…)
- Keeping up-to-date with marking
- etc
Yes, we all need some motivation, but excess pressure is going to result in stress-inducing health issues. Do what you can and know when to take a break, and know when to delegate.
Reducing pressure and respond appropriately by focussing on how you feel
Studies concerning CCT (cardiac coherence training) are mildly interesting. CCT is about using electronic biofeedback to realise when you are stressed and then perform exercises (such as deep breathing) to reduce “heart-rate variability”. Fortunately, I’m near certain that low-tech effective principles have similar effects! Such ideas are found in Buddhism, Stoicism and Mindfulness. Learning to focussing on yourself, how you’re breathing, how you stand, how you are feeling etc can help to known when to walk away or take a break. I’m not advocating taking up medication or yoga, but at least knowing how to feel grounded and relaxed by focussing on yourself.
Reacting on situations when feeling tired, angry, or hungry is rarely a good idea. The key is ‘time’. When not feeling at your best, stop, walk away, give it time, and then resume.
Support others
Poor line managers don’t take time to understand problems and solely communicate the underlying message “you aren’t good enough”. Good line managers will encourage, suitably challenge, and help set appropriate positively-framed short-term goals.
The importance of relationships
In my opinion, where Stoic principles fall apart somewhat is the lack of principles concerning the need for relationships. There will be times where your friend, co-worker, partner etc will cause you annoyance. Trying to please them at your expense will wear you out. Accept that you will have disagreements knowing through candid discussion you will ultimately bring out the best in each other – more so than you would it you work by yourself. This latter point is something that Kim Scott is good at considering.
Reduce pressure with automation
Do we ever analyse problems and consider how technology might lend a hand? For example, the notion of ‘spaced repetition practice’ is making headway (despite what I think there being too little real-world evidence of its effectiveness). However, if it is implemented then it is something that technology can automate. Computers are easily able to adapt future revision exercises to optimise exposure to points that are easily forgotten. This is essentially what the language app “Duo Lingo” has been doing for years yet schools seem woefully behind on using such technology.
If you don’t have the capacity to investigate technological solutions yourself, can you delegate it to someone else?
Reinventing the wheel
Nothing I’ve written about here is particularly new. When you see a shiny new book promising to help, keep in mind age-old wisdom and whether it is really offering anything new or is existing concepts rebadged as something new.
Key questions for leaders:
- Do you make decisions that focus on removing barriers?
- Do you reflect on what you can and cannot control? And accept what you can’t control?
- Do you accept
- Do you have a culture where it is OK to try and fail?
- Do you show strength of character by discussing problems you face?
- Are you putting too much pressure on others? What can you remove for the time being to make life easier?
- Do you name and acknowledge the pressures that exist in teaching?
- Can you recognise physical signs within yourself that tell you when to take a break?
- Are there tasks you can delegate?
- Do you have a culture where staff feel supported?
- Do you have a culture where staff can get the best out of each other through candid conversations?
- Do you have the means to analyse existing pressures and look for solutions – possibly involving the use of technology?
