We cannot be there for our students if we are not there for ourselves.
If teachers souls were truly valued in education, teacher identity would be defined less by the values of emotional sacrifice through overwork, and there would be an understanding of the teacher as an individual, separate from her students and her work. We would give space to the teacher’s soul to create sustaining and fulfilling teaching practice.
When we think of burnout our culture tends to define it as being frazzled and exhausted. So the remedies recommended are to get more sleep, to eat better, schedule a pampering day at the spa. And why don’t we do it? Because it’s not addressing the real issue.
Burnout has less to do with having no time, being overwhelmed with work, juggling too many responsibilities, and more to do with feeling that we have lost touch with what matters.
Says Clarissa Pinkola Estes in the classic Women Who Run with the Wolves:
“When we are overdue for home, our eyes have nothing to sparkle for, our bones are weary…we can no longer focus on who or what we are about…She’s so cross-eyed with tiredness she trudges right on past the place of help and comfort. The dead litter is comprised of ideas, chores and demands that don’t work, have no life and bring no life to her. Such a woman becomes pale and contentions, more and more uncompromising, yet scattered. Her fuse burns shorter and shorter. Popular culture calls this “burnout” – but it’s more than that, it’s hambre del alma, the starving soul.”
Recovery from burnout is not an exercise in time management, it is a spiritual discipline of liberation from dysfunction and of empowering and re-aligning of our energy with our inherent worth and values – it is an exercise in consciously nourishing the soul.
It is not about bringing our personal life into our work life and finding balance. It is having the courage to awaken to and cut out dysfunction and assumptions that starve our soul and work to align our actions and thoughts with beliefs that feed our soul.
When we are soul-starved it can be hard to even know where to start. But we can start by asking ourselves where in life do we feel caged? Where are we told to forget the needs we have and things we love in exchange for tokens of social acceptance or professional accolade? Where do we feel starved?
Sometimes it is what is going on in our personal lives that is the real stressor. It is just that the tremendous workload of teaching exacerbates that stress. When bogged down with the many expectations of teaching, the roles to fulfill, the crushing workload, it is hard to find the space to address the pains of our personal lives.
We must remember not only what a teacher is, but who we are. Teaching can eat up a lot of our lives. Sometimes this feels empowering because when you love what you do, it is a real high to be fully engaged in it. It can be sheer joy. But sometimes it is good to remember that “Teacher” is simply one filter through which the “self”’ is expressed.
In the patriarchal paradigm that has historically influenced the discourse of teaching defines service and care through a lens that does not give full expression to the psychic space of women: to express not just nurturing, serving, and sacrifice, but also strength, structure and agency. Though student-centered teaching is a solid educational practice, it should not render the teacher invisible. Teachers teach kids and the kid is a large part of why we teach, but we also teach for our own fulfillment, our own professional desires and creative endeavors.
We also teach because it is a way to earn a living that allows us to have a life outside of teaching. When we hear disparaging remarks like “Teachers are just in it for the summer holidays”, it can feel like we are not allowed to claim the fundamental truth that we do not have to live for our job. We don’t have to pay with our wellbeing to prove that we are dedicated.
Teachers are very giving. The patriarchal paradigm allows only for a femininity that is giving and sacrificing. But spiritually, the function of the feminine is primarily receptive. When we give without making space for receiving for our own wellbeing, we fall out of balance.
When we show up for ourselves, we reconnect with our soul-essence to receive its blessings. We cannot be there for our students if we are not there for ourselves. When we listen to our deeper needs we are showing we can be there for ourselves. We show up to receive the gift of our would wellbeing when we provide for ourselves what we need to feel secure; take the time to nurture the places in our lives that are hurt, feed the places in our lives that are hungry and give pleasure to the places in our lives that seek joy.
Our souls know how to receive wellbeing. We only need to tap into our intuition to know what in our life doesn’t serve our highest good. Recovery from burnout is realigning our energy with the things that matter to us, awaking to what matters to us and who we really are.