The Importance Of TeacherWellfung : More Important Than A Student's Wellbeing

As teacher’s we are committing to a life time of learning and development of ourselves and our learners.

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

First, I think we need more communication between students and teachers. In the article Because I’m Happy According to Christina Hinton “If schools want to support students wellbeing and achievement they should take seriously nurturing positive relationship among teachers

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

Today, teachers strive for the creation of positive and influential learning environments for all students. Moreover, they aim at increasing children’s chances of succeeding. They constantly re-evaluate their teaching strategies for educational improvement of students. Teachers create supportive and respectful school environment that makes students strive for more prosperous and eventually rewarding lives. According to Deborah Tannen, the teacher’s encouraging and

It is interesting to note that many people believe the stereotype that teaching is a stress free job. They get the summers and weekends off, as well as a shortened workday, and typically is a job that people only do because they cannot do anything else. The old adage that people teach who cannot do is widely believed. However, the reality is that there is a high degree of stress associated with being an educator. There have been various research studies that indeed

Teachers today face a number of challenges that contribute to a lack of job satisfaction, leaving schools for other professions that are more lucrative, low comparative compensation, and poor working conditions:

Furthermore, if wellbeing is synergistic to better learning an increase in wellbeing is likely to produce an increase in learning. Positive moods also produce broader attention, more creative thinking, and more holistic thinking. That is when compared to negative moods, which produce narrower attention, more critical thinking, and more analytic thinking (Seligman&Ernest, 2009). If college students could use their positive mood and positive thinking to enhance their learning and experience on campus, why doesn’t our education system promote such skills for happiness? Between the high rates of depression among young people, and the interaction between learning and positive emotion, skills for happiness should be taught in school. However, how should school professionals go about doing this?

Supporting student outcomes and holistic wellbeing is an essential role as an educator. To continually improve outcomes and wellbeing it is critical that teachers take on additional roles and responsibilities around the school. Previous experience in these roles and provided me with holistic enjoyment watching students grow into lifelong learners. I have proven the ability to take on additional roles and responsibilities by:

Howard and Johnson (2004) conducted a qualitative study using semi-structured interviews to investigate ‘resilient’ teachers’ strategies for coping with burnout in their day-to-day teaching in disadvantaged Australian schools. Findings from the interviews found that by adopting a resilience perspective, a small group of teachers who persistently cope well with serious occupational stress were able to be identified. Participants in this study identified a sense of agency, a strong support group (i.e. a proficient and concerned leadership team), pride in achievements and competence in areas of personal importance as their major protective factors in coping with burnout and stress. All these factors were strong features throughout the interview.

Teaching can be a rewarding profession, but it can also be a cause of stress for some. Conflicts arise in any situation where groups of people are placed together. A classroom filled with students will inevitably face conflicts. How the teacher approaches and solves these will determine the outcome of feeling successful or stressed.

Teaching is one of the most rewarding and satisfying career; yet, quite demanding and stressful at the same time. There has been a widespread concern on work related stress among teachers in different educational settings. Past studies have explored various factors regarding teacher stress including: causes of stress, prevalence rates, effects of stress and coping strategies (Benmansour, 1998). According to research, today’s teaching environment is characterized by serious responsibilities and workloads. As a result, teachers report relatively high cases of stress and some researchers have linked high teacher attrition rates in some areas to work-related stress (Alhija, 2015).

The awareness of the PERMA can be valuable to children’s life fulfilment furthermore it will help them to go beyond surviving to thriving in life. It would be ideal if the wellbeing were the heart of any school, which implement this approach to deal with the entire school. This implies that wellbeing programmes are not only taught to the children as well as to the staff, parents and the more extensive group.

Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve

Stress and anxiety in the realm of teaching profession has a long history and many scholars devoted themselves to find out more about the nature of the problem, its effects and subsequently to offer some coping strategies to sooth the level of tension. However, English language teaching as one of the most populated discipline in the realm of teaching practicum seems to be ignored by most researchers and the issue of occupational stress is likely to be in its infancy in the field of EFL/ESL. To this end, the present study is designed to probe into the stress related subject matters among EFL/ESL teachers. More precisely, the researcher will try to examine the level of job related stress among English language teachers across Iranian and New Zealander contexts.