Lan Lan's Portfolio Page
Navigation links: ETAP 623 Spring 2023 (Zhang) | Teacher's Self-Care Journey
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About Me
My name is Lan Lan (ๅ ฐๆ). I was born and raised in China. I worked as an investment banker for over 7.5 years on Wall Street. Throughout my life experiences, I learned that our social and emotional skills are crucial for happiness and success, and yoga is very effective and powerful for managing our emotions.
Now I am an experienced New York City yoga teacher specializing in teaching children and is dedicated to bringing joy and peace of mind to children's lives. Over the past five years, I have taught mindfulness and social-emotional learning to youth worldwide.
My Topic and Purpose
Scope of Learning Outcomes and Content
Learners will be able to:
- Understand essential concepts about burn out.
- Recognize, understand, label, and express stress.
- Learn ways of self-care practices that works for them
Desired Outcome Types:
Knowledge: Participants will acquire knowledge about the importance of self-care for teachers and different strategies for self-care.
Skills: Participants will develop skills to implement self-care strategies in their personal and professional lives.
Attitudes: Participants will adopt a positive attitude towards prioritizing self-care and its impact on their overall well-being.
Objectives:
Participants will be able to define self-care and its importance in their personal and professional lives.
Participants will be able to identify common stressors and challenges that teachers face in their work environment.
Participants will be able to evaluate different self-care strategies and select ones that align with their individual needs and preferences.
Participants will be able to create a self-care plan to incorporate self-care strategies into their daily routine.
Participants will be able to assess the effectiveness of their self-care plan and make adjustments as needed.
Assessment Strategies:
Knowledge: A multiple-choice quiz or short answer questions to assess participants' understanding of the importance of self-care and different strategies for self-care.
Skills: A reflective writing assignment where participants describe how they have implemented self-care strategies into their personal and professional lives and the impact it has had.
Attitudes: A self-assessment survey to measure changes in participants' attitudes towards self-care and its importance.
Culminating Performance of Understanding:
Participants will design a self-care plan that includes at least three self-care strategies that they will implement in their personal and professional lives. The plan should include a reflection on the effectiveness of their selected strategies and adjustments made to their plan over time.
Needs Assessment
Problem- Since the COVID-19 pandemic began, the number of pre-Kโ12 teachers who are unhappy with their jobs has gone up from 45% to 79%, according to a poll done in June by Hart Research Associates for the American Federation of Teachers (Hart Research Associates, 2022).
Teacher burnout can have big effects on both the teacher and the education system as a whole. From what I experienced at school, it causes problems with teachersโ physical and mental health. I also observe many staff leave their jobs. For schools and districts, big turnover costs money, time, and effort and creates an unstable environment for students. Burnout can also be bad for the classroom environment and the students. Teachers who are burned out could have less energy and enthusiasm to teach. At the same time, when teachers feel stressed, it could negatively impact studentsโ emotional well-being.
Analysis of the Learner and Context
Analysis of the Learner:
The target audience for the mini-course is teachers, who may be of any age or gender, and who likely come from diverse cultural and socio-economic backgrounds. Teachers are motivated by a desire to improve their teaching skills, and to provide the best possible education for their students. However, many teachers experience burnout due to the demands of their profession, which can negatively impact their mental health, job satisfaction, and performance. Teachers are likely to be busy professionals who may have limited time for learning. Therefore, the mini-course should be designed to be self-paced and flexible, allowing teachers to complete it at their own convenience. Additionally, teachers may prefer interactive and engaging learning experiences, such as videos, quizzes, and case studies.
The mini-course is designed for teachers within the context of an educational system, which may have policies and procedures that impact their workload and job demands. The course will take into account the work environment of teachers, including the physical and emotional demands of the job. Teachers may need strategies for managing stress and practicing self-care in their work environment.
The mini-course will provide evidence-based strategies for self-care that are relevant to the context of teaching.
Performance-Based Objectives
Define course-level target objectives
- Participants will be able to define self-care and its importance in their personal and professional lives
- Participants will be able to identify common stressors and challenges that teachers face in their work environment.
- Participants will be able to evaluate different self-care strategies and select ones that align with their individual needs and preferences.
- Participants will be able to create a self-care plan to incorporate self-care strategies into their daily routine.
- Participants will be able to assess the effectiveness of their self-care plan and make adjustments as needed.
Project: Self-Care Plan
- Task: Develop a personal self-care plan that includes strategies for managing workload, coping with stress, and promoting work-life balance.
- Description: This project will guide learners in creating a personalized self-care action plan that is tailored to their individual needs and preferences. The action plan should include specific strategies for managing workload, coping with stress, and promoting work-life balance.
- Deliverables: A written self-care action plan that outlines specific strategies for managing workload, coping with stress, and promoting work-life balance. Learners should also include a reflection on their experience of developing the action plan and any challenges or successes they encountered along the way.
- Resources: Throughout the mini-course, learners will have access to video lectures, case studies, interactive quizzes and exercises, guided mindfulness and relaxation exercises, and worksheets to help them develop their self-care action plan.
By structuring the mini-course as a project-based learning experience, learners will have a tangible and personalized outcome that demonstrates their learning and promotes ongoing self-care beyond the course. Additionally, the reflection component of the project allows learners to assess their own progress and identify areas for continued growth and improvement.
Task and Content Analysis
Prerequisite Knowledge and Skills
Unit 1: Discover: What are the signs and symptoms of stress?
After this unit, participants will be able to:
- Identify the signs and symptoms of burnout and stress.
- Understand the importance of self-care.
Participants will use a worksheet prompt to elaborate on their real-life experience of burn out, possible triggers and early signs.
Unit 2: Experiment: What coping strategies work for you?
After this unit, participants will be able to:
- Practice simple guided mindfulness and relaxation exercises on their own.
- Know at least one mindfulness and self-compassion practices for reducing stress at their own choice.
Unit 3: Start Newly! - What makes a successful habit?
After this unit, participants will be able to:
- Identify the possible barriers for them to practice self-care
- Identify winning strategies that work for them to establish a new habit.
Unit 4: Create: Develop a personal self-care plan
After this unit, participants will be able to:
- Develop a personal self-care plan.
- Promote application and implementation of self-care strategies.
Participants will design a art project (could be a poster) of their self-care plan and share with their friends or community.
Curriculum Map
References and Resources
Roh, J. (2017, November 28). Teacher burnout: Causes, symptoms, and prevention. Hey Teach! WGU. Retrieved from https://www.wgu.edu/heyteach/article/teacher-burnout-causes-symptoms-and-prevention1711.html Hart Research Associates. (2022, July 16). Under siege: Survey of teachers finds 34-point increase in job dissatisfaction, union as solution. American Federation of Teachers.
Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2018). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 110(7), 981-995. doi: 10.1037/edu0000247
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513. doi: 10.1016/j.jsp.2005.11.001
Lee, E. J., Chung, S. K., & Kim, E. J. (2021). Effects of teacher self-care on job satisfaction and emotional exhaustion: A meta-analysis. Educational Psychology Review, 33(4), 1045-1064. doi: 10.1007/s10648-021-09602-2
McIntyre, T., Rose, J., & McKee, M. (2021). Teacher well-being and self-care: Opportunities and challenges in times of crisis. Journal of Teacher Education, 72(3), 269-280. doi: 10.1177/00224871211003943
Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., ... & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787-804. doi: 10.1037/a0032093
American Federation of Teachers. (2022). 2022 AFT member survey on the profession: Results and analysis. https://www.aft.org/sites/default/files/media/2022/de-14326_aft_member_survey.pdf