Showing posts with label workload challenge. Show all posts
Showing posts with label workload challenge. Show all posts

Friday 9 February 2018

Book Review: 'How To Survive In Teaching Without Imploding, Exploding Or Walking Away' by Dr. Emma Kell

For a book based around the responses to a survey of around 4000 teachers which revealed that 57% wouldn't recommend teaching to a family member or friend, this is a brilliantly positive and optimistic book. In reporting on her findings Dr. Kell might have focused heavily on the negative outcomes of her research (42% are not happy at work, 82% have experienced work-related anxiety) but what she has produced is actually a rousing, reassuring manifesto for how we as a profession move forwards in tackling the issues revealed.

Dr. Kell skilfully presents her findings alongside advice aimed at all strata of education right from where system-wide change is needed down to what teachers can do on a day-to-day basis to not only survive, but to flourish. There are messages here for policy makers, school leaders, teachers and other school staff members; there are even implications for family members of the above.

'How To Survive In Teaching...' is packed full of little nuggets: little gems of advice and acknowledgement. Some of them provide comforting reassurance that the reader is not alone in the difficulties they are experiencing. Others gently encourage the reader that they aren't powerless in the situation they have found themselves in and give practical advice about what to do.

A constant thread that runs through the book provides a reminder that, in amongst the difficulties and the hardships, teaching is actually a brilliant job (even if it is just a job). It manages to remind the reader every so often why they came into the job in the first place, and what is so special about it. If none of the other advice in the book has an impact, chances are this seam of hope will be what encourages teachers on to find a way to tackle the issues they are facing.

The input from Dr. Kell's interviewees brings the advice fairly and squarely into the realities of everyday school life meaning that this book is not divorced from what is actually going on in staff rooms and classrooms across the country. At no point does the author come across as an idealistic opiner who is out of touch with what's really happening in education - she is as realistic and pragmatic as it gets and the whole tone of the book flows out of this.

If you're looking for some advice for how improving your experience as a teacher, then this is the perfect starting place. If you want to be reminded of what the job should be about then this easy and quick read is also for you. Published by Bloomsbury, it's available to buy now: https://www.bloomsbury.com/uk/how-to-survive-in-teaching-9781472941688/

Monday 22 January 2018

The Four Tendencies and Teacher Wellbeing

In her book 'The Four Tendencies' author Gretchen Rubin outlines four ways in which people respond to expectations. According to her findings everyone fits into one of the following categories:
  • Upholder - readily meet external and internal expectations
  • Questioner - question all expectations; they meet an expectation only if they believe it’s justified
  • Obliger - readily meet outer expectations, but struggle to meet inner expectations
  • Rebel - resist both outer and inner expectations
It is worth noting that Rubin believes that we each fall into one single category and that this is not likely to change. However, the Venn diagram below demonstrates that we may 'tip' into a neighbouring category.

Information taken from the free-to-download The Nutshell Guide To The Four Tendencies (a read-through of this will be useful before you proceed)

In a recent Twitter poll I asked educators to complete The Four Tendencies online quiz and to then vote as to which tendency they were. 696 educators responded and the results were as follows:
  • Upholder - 12%
  • Questioner - 47%
  • Obliger - 25%
  • Rebel - 16%
However, according to a survey done by the author (not just of educators), the biggest percentage of people in general were Obligers (41%) followed by Questioners (24%), Upholders (19%), and Rebels (17%). There are some possible reasons for the differences between my poll and the author's (much larger) poll:

I asked on Twitter. According to Rubin Questioners have the following traits:  Data-driven; interested in creating systems that are efficient and effective; willing to play devil’s advocate or buck the system if warranted; strong-willed; enjoy sharing their findings. Which sounds to me exactly like the sort of teachers who sign up for Twitter. It may be that there are many more Obliger teachers who haven't joined Twitter (which is commonly seen by twitter-using teachers as a place to find new and better ways of doing things).

I asked educators. One trait of Questioners is that they ask questions and then enjoy sharing their findings - most teachers like imparting knowledge in one way or another. Questioners also ask a lot of questions, as do teachers. Perhaps teaching is just a natural career choice for many Questioners. Having said this, the traits of Obligers would seem to make great teachers too: Reliable; responsible; team player; good boss, responsive leader; feel great obligation to meet others’ expectations; willing to go the extra mile; highly committed.

People didn't take the quiz. Twitter polls are usually used to gauge a very quick off-the-top-of-the-head reaction, usually based on opinion. My poll was completely the opposite. Some folk contacted me to say they'd voted before doing the quiz (some of them had picked the right option) but there are bound to be others who voted based on their own opinion without understanding the four tendencies framework. Questioner is probably the easiest category to believe you belong to as it is seemingly most self-explanatory, and after all, all people ask questions.

It's also interesting to note that so many Questioners responded to the poll (and indeed that Rebels did too) - they responded to an outer expectation (from me) with only a brief explanation of why they should do it. Perhaps I have some very dedicated followers who felt like my asking for help with something I was writing was a good enough reason.

Implications of The Four Tendencies for Teacher Wellbeing

In Dr Emma Kell's book 'How To Survive In Teaching' she cites that respondents to her questionnaire identified unreasonable working hours for the reason why they left teaching. She also outlines that the LKMco's 'Why Teach?' report found that workload was the top reason for teachers leaving the profession and that the ATL's survey had 76% of teachers cite workload as their reason for considering leaving the profession. There are plenty of other studies and reports that say the same, not to mention the personal experience of many teachers. Heavy workload is the main reason for poor teacher wellbeing.

After reading 'The Four Tendencies' I believe it might be the case that teachers struggle with workload and therefore wellbeing in different ways, depending on their tendency.

Upholders - they will readily meet the expectations of the government, their school policies, their leaders and their students and will do their best to do what is asked of them but will also respond to their own inner expectations, for example, if they know they need to get rest, or to not work so much. Upholders might struggle to delegate because they believe others aren't dependable enough. This puts this group in a fairly good position when it comes to workload and wellbeing, although they still have the potential to uphold unmanageable expectations and want to do everything themselves. Their reliability also might mean that more is asked of them.

Obligers - they will readily meet the expectations of the government, their school policies, their leaders and their students, potentially regardless of difficult it is to meet those expectations. In addition to this, they won't find it easy to priorities their own needs without some external accountability. This puts this group (a large group) at risk of being over-worked, and therefore of having low levels of wellbeing. If an Obliger feels resentful about the expectations they are meeting then they are prone to falling into Obliger-rebellion. Most Obligers are also known to others to be obliging meaning that this group can often find themselves being asked to do more and more, thus adding to their workload and the possibility of them burning out.

Questioners - they will meet their own expectations and if they can see a good reason for doing what they are expected to do, will find this relatively easy. If the policies they are expected to adhere to are not, in their opinion, based on sound reasoning, they will find it difficult to meet those outer expectations. However, in a school system where teachers are held to accountable for meeting the school's expectations, a Questioner could get into trouble - they may end up missing deadlines, doing last minute work, or becoming subject to the school's accountability processes. Questioners also may dislike delegating, especially where decision-making is involved as they believe others won't make the best-informed decisions - this could lead to an obvious increase in workload. If this is the case, then wellbeing levels could be low for a Questioner.

Rebels - they prefer to do things their way, and will often feel the need to do things contrary to expectations (including to their own expectations). Just as with Questioners, in a school system where teachers are held to accountable for meeting the school's expectations, a Rebel could get into trouble - they may end up missing deadlines, doing last minute work, or becoming subject to the school's accountability processes. If this is the case, then wellbeing levels could be low for a Rebel, particularly if they are frustrated at themselves for not meeting any expectations even if they want to.

Providing Wellbeing Advice To The Four Tendencies

Having read Rubin's work with interest, I came to realise that all the advice being given about wellbeing and managing workload (my own advice included) might not be having the desired impact on particular teachers because of their tendency. Perhaps I only give advice as a Questioner that would have an impact on other Questioners.

Rubin outlines that to persuade someone to follow a certain course, remember:
  • Upholders want to know what should be done
  • Obligers need accountability
  • Questioners want justifications
  • Rebels want freedom to do something their own way
If we want teachers of all tendencies to look after themselves, then the advice we give needs to appeal to all. In the book Rubin writes, "because the tendencies see the world in such different ways, there are no magic, one-size-fits-all solutions for how to influence ourselves or other people" but does suggest that "the winning formula is indeed information-consequences-choice... and best of all, humour".

How then can we help each of the four tendencies when it comes to workload and wellbeing issues?

Upholders - when giving wellbeing advice they want to know what they should do. But, any advice given might clash with other internal and external expectations. For example, you might advise someone to only spend a certain amount of time on marking books, but this might not fit with an inner expectation of marking books to a certain standard.

It's also worth noting that telling an Upholder what to do when you have no power to remove other expectations (such as their school's marking policy) might put them in a difficult situation - whose expectation should they uphold? When giving advice to an Upholder is might also be necessary to be someone who they respect - they're likely not to meet the expectations of someone who doesn't matter and are more likely to meet their own expectations, or those of someone with higher standing.

Obligers - when giving wellbeing advice they need to be held accountable for making necessary changes. Much wellbeing advice hinges around the importance of doing things for one's own sake but Obligers are unlikely to meet such inner expectations - they may want to take action to improve their wellbeing, but will feel bound to meeting the expectations of others, no matter how ridiculous (although Obligers can experience Obliger rebellion, where after time, they rebel against constantly meeting unfair expectations).

It is important for Obligers to have someone to hold them accountable - thus making an inner expectation into an outer expectation which they find easier to meet. So, if you are in a position to give an Obliger some wellbeing advice, follow it up by providing deadlines, oversight and monitoring (which to people of other tendencies sounds like too much) - giving advice without this ongoing support will probably lead to very little change in an Obliger.

Questioners - want justifications, and for them, they might need further justification as to why they should meet certain expectations, such as why they should spend time planning lessons thoroughly or providing feedback to children about their work. As discussed before, their wellbeing might be suffering as a result of begrudgingly meeting enforced outer expectations in a last-minute manner - they need to buy into the reasons behind particular work-heavy policies in order to use their time more wisely to complete these tasks.

Where Questioners have inner expectations which have a detrimental effect on their wellbeing (they could, for example, really believe that triple marking is absolutely the best way to mark and thus spend hours each evening providing this) it will take reasoning, provision of research findings, and plenty of information to help them change - they will also need trust the expertise of the advice-giver as they probably won't take advice from someone they think doesn't know what they're talking about.

Rebels - want to feel like they are doing things their way. Advice to the Rebel is best given as a series of recommendations from which they can choose. If only one way is provided then the chances are they will decide to reject that way, preferring to do something their way, or no way at all. However, Rebels may choose to act out of love, a sense of mission or belief in a cause so if the advice-giver can tap into that feeling, as long as they don't specify what they should do.

Rubin also points out that Rebels "may be easy to manipulate by using their spirit of resistance: “I’ll show you,” “Watch me,” “You can’t make me,” “You’re not the boss of me”". This essentially means that in some situations counterproductive advice might drive Rebels to take productive steps or that telling a Rebel that they probably won't be able to solve their workload and wellbeing issues might be the catalyst they need. However they dealt with, they still might defy convention, finding their own ways of doing things to make improvements to their wellbeing.

Other Implications of The Four Tendencies for Teacher Wellbeing

What I haven't gone into in this blog post is how schools might manage teachers of all four tendencies when it comes to getting them to meet expectations. Clearly, the same principles as above apply, but where wellbeing is concerned schools need to ensure that their own policies and systems aren't demanding too much of teachers before thinking about how to get teachers to meet those expectations. Once a school's leaders are content that what they are expecting is manageable, then they should think about applying Rubin's theory to persuading teachers to follow a certain course of action.

Another implication of the above is that one-size-fits-all approaches to wellbeing won't be very effective. Questioners will never see the point in whole-staff Yoga sessions if they think they could be doing something better; Rebels will just walk out. Obligers might go along with your initiative for a while but if they resent it then they might rebel too and even if they don't, it could just add to the pressure that too many expectations puts on. Upholders would most likely get so annoyed at everyone else for not meeting the expectations that they too would feel unhappy.

The four tendencies framework does not intend to label someone's whole personality. Within each group there are hundreds of other factors - nature and nurture - that makes each one of us unique. Having an idea of someone's tendency is helpful, but their other characteristics, traits and experiences must be taken into account too, when thinking about giving them advice about wellbeing. For example, I'm a Questioner but I'm also very loyal so I am more likely to make someone else's expectations into internal expectations because I believe that if I've committed to something then I should follow through on that commitment come what may. If someone were to give me advice, they'd also have to navigate the fact that I find it very hard not to do what I consider to be loyal, even if it is to the detriment of my own wellbeing.

Many teachers feel powerless to change their circumstances - they believe it is only policy makers at government or school level who can do that. They feel like however much they try to change themselves, it will never be enough to combat unmanageable expectations. But when they consider that the way they are (their tendency) will never change, and that (for the time being) policy won't change, but that how they deal with the expectations in light of their tendency can change, things might become more manageable. They might need to be shown how to set their sights lower than whole system change, but higher than no change at all, in order to identify what circumstances they might be able to change:

Obligers might realise they need to ask for more accountability when it comes to taking up a hobby or starting to exercise more regularly. Questioners might need to see that they can ask their questions constructively to people who can influence change rather than question in an unproductive way to their colleagues, friends and family who can't do anything to change policy. Upholders might just need to understand that they want to meet both inner and external expectations and that in order to do this they could plan their time to ensure this happens in balance. Rebels might need to find their own ways of achieving things.

Sometimes expectations  will need to be introduced - some teachers might have no expectation whatsoever that they can have a good work/life balance, and as such will not try to meet that expectation because it doesn't exist for them! Some will need this introducing as an internal expectation (telling themselves that they expect to have a good work/life balance), others as an external expectation (being told that they are expected to have a good work/life balance). The belief that teaching is a 24/7 job can become an external or internal expectation leading some teachers to put in a dangerous number of hours each week - this general expectation in the profession needs to be tackled, otherwise, regardless of tendency, teachers are going to struggle with being well as they try to meet unattainable expectations.

Monday 10 October 2016

Why I Care So Much About Wellbeing


I have been known to write about, and comment upon, wellbeing (possible understatement). My interest in reducing workload - my own and that of others - is very much linked to my interest in the issue of wellbeing. In fact, so is my obsession with optimism and positivity as opposed to negativity; if you are optimistic about reducing your workload and improving your wellbeing you will look for, and indeed find, ways of doing it.

But why am I so bothered?

Two reasons:

One, it saddens me to see so many teachers struggling with what can be a really amazing job. I believe teachers can have a good work/life balance - I do - and I want to help them to have it. Why? Because if we are all well then our hard work will be more effective. And because no-one should have to work to the point where they are made ill - be that physically or mentally. Which leads me onto my second reason...

Two, as a teenager my dad took early retirement due to workplace-related stress. Diagnosed with depression, I saw him become a different person. When your big, strong, fun dad bursts into the kitchen struggling through tears to breath after battling for hours with a usually-simple task you are affected for life; that's not a point I want to get to. When the man who used to get down on the floor and build the best Lego castles with you retreats and becomes distant, you, even as a child, know that things aren't right - and you don't forget it.

I have seen first hand, and lived with the effects and consequences of, how a job can come close to killing a person. He was a successful doctor at a young age; it was a job that he once enjoyed - spending your days driving the scenic roads of the Yorkshire Dales visiting patients in a classic Daimler sounds idyllic, but this is no James Herriot story. It was a job which crept in and took control - I had an inkling at the time that his boss had rather a lot to so with his decline in health. I love and respect my dad but I know the depression and associated medication has changed him. He would not wish it on anyone - it's certainly something that, suffice to say, I'm fairly keen to avoid. If I can at all avoid it, I'd rather not be a dad who goes missing for hours at a time on a winter's evening, leaving his children at home fearing for daddy's life.

So if in future you read my blog or tweets and question why sometimes I come across as forthright and opinionated, you'll know why. It's fine for you to question my authority - who am I to make suggestions about how you live your life and approach your work? But instantly dismissing my advice, and that of others, as unworkable and unrealistic could be to your detriment. I don't claim to have all the answers but my experiences have hard-wired me to seek solutions to avoid becoming overworked, stressed and even depressed. My dad would not wish upon me that which he experienced (and still lives with today). He would not wish it upon anybody.

We teachers must speak up about these issues - not in the moany, ranty way that seems to have become commonplace, but in a way that secures support and seeks change. Friends, partners, colleagues, line managers and doctors are a good place to start - they will all be able to help you in different ways. The thought that taking such actions could actually begin to be of help is often poo-pooed; I've seen it so many times on social media when I've suggested that talking to the boss might help. The thing is, by not speaking out you are making a choice - you are choosing to subject yourself to something such as my dad experienced. You are choosing to subject your loved ones to something such as I experienced. Why is that the preferred option? I do understand the difficulties involved in talking about such delicate issues but I also understand the result of the alternative; it's really not worth it.

Please, if you are a teacher experiencing unacceptable levels of workplace-related stress, get the help you need. If you are a teacher who believes you are working more than you should have to (yes, we all do some overtime, I get that), then reassess and try to make changes in your work/life balance and if you've done all you can, then you must take it further and speak to those who have the power to make changes for you. The possible results of not doing this can be devastating, even if you're not feeling it right now, that erosion of your mental health could be on its way.

I know I am not the only one attempting to do my bit for better mental health and wellbeing in education and I'd be willing to bet that most who are have similar, or worse, stories to tell. Listen to those voices - they are not against you; they are for you. Their words are impassioned because they really do care, not because they think they've got it sussed and are better than you.

Please explore the links I've included at the beginning of this blog post as they all point to other things I've written that explore some of these themes in more detail. If you would like to chat about anything then please do get in touch.

This blog post was re-blogged on the TES blog on 11th October entitled 'If all we do is rant to each other about workload, rather than seeking help, we're choosing to subject ourselves to stress': https://www.tes.com/news/school-news/breaking-views/if-all-we-do-rant-each-other-about-workload-rather-seeking-help-were

Thursday 23 June 2016

Rise Up! (Being Militant Teachers)

In recent conversations with teachers I have had my eyes opened to a world of pain that some of our colleagues are being subjected to. Whilst I don't assume every school is like the ones I've worked in or every leader is as understanding as the ones I've had the pleasure to work for, I was shocked to hear of the expectations that are being placed on some some teachers in some schools by some leaders.

It would seem that some of us are falling prey to unrealistic 'marking and feedback' requirements. One primary school teacher asked on Twitter how to lighten their marking workload of 102 books every day. The expectation on this teacher was external - they weren't ascetically burdening themselves. They were being expected to 'deep mark' three sets of books (Maths, English and Topic) a day for a class of 34 Key Stage 2 children. This was linked to the expectation that they have evidence of recorded work in each book on four out of five days per week.

My only real advice to our colleague was to leave that school and find one where things are being done properly.

But I soon realised that, although it would remain my ultimate advice, there must be something else that could be done until leaving becomes a legitimate option. All my usual tips for marking (marking in lessons, planning carefully so you don't have three sets of books every day, peer or self marking etc) would barely scratch the surface in this situation. So what interim advice is there to give?

Militancy. If you have found yourself in this situation, particularly with marking and feedback, then you need to fight back. I'm not talking Che Guavara-style revolution (or worse) but I'm talking about a diplomatic revolt; a polite rebellion. Perhaps what I'm suggesting is a contradiction in terms but a strong word is neccesary because what I'm suggesting will take much strength, conviction and determination. Allow me to explain:

Boy Scout Militancy - "Be prepared." 

First gather your evidence: Ofsted reports from schools who have reasonable marking expectations; this document from East Riding of Yorkshire (http://eridingsuperceded.eastriding.gov.uk/resources/assessment/020312_jmundy_assess_marking_feedback.doc); the short myth busting video from Ofsted; an exemplar marking policy, again from a school that doesn't have ridiculous ideas about what marking should look like. Also, be ready to present well-thought out solutions to the problem - preferably tailored solutions that will appeal to your leaders. It's also worth considering practising exactly what you want to say.

Henry Ford Militancy - "Working together is success." 

If you're suffering from the unrealistic expectations then others around you will be too. If you don't know who they are, be willing to share your struggles and you will find your allies - the ones who are also breaking under the sheer weight of the workload. One teacher alone may be seen as a weakling unable to cope whereas a whole team of teachers together should indicate that there is a more universal problem which needs to be investigated. There is strength, and support, in numbers.

SAS Militancy - "Who dares wins." 

Once you're armed with your evidence and solutions and flanked by your colleagues, the next (and perhaps scariest) step is to call a meeting with your leaders. This potentially requires more derring-do than the resulting meeting. Once the meeting is underway you and your colleagues will need to keep your nerve and continue to dare to speak up for yourselves.

Satyagraha Militancy - “In a gentle way, you can shake the world.” - Gandhi 

Speak to your leaders civilly. I'm no peace negotiation expert but it stands to reason that non-violent, non-threatening, even amiable, behaviour is in everyone's best interests. If daring to call a meeting is the scariest part of the process, then this step is the most difficult - emotions, and the tongue, are hard to tame. You'll need self-discipline to kill them with kindness - that rehearsal in the preparation stage will come into its own here.

Caesarian Militancy - "It is easier to find men who will volunteer to die, than to find those who are willing to endure pain with patience." - Julius Caesar

Be patient; to use another Roman analogy, Rome wasn't built in a day. These negotiations will take time - you will need to gather more evidence, regroup and continue to push for what you need. Don't just 'volunteer to die' by taking 'No' for an answer and then working yourself into an early grave marking hundreds of books each night. With ongoing negotiations you may need to endure the pain with patience whilst remaining hopeful that your militant actions will eventually bear fruit.