Stress

Management
SWINE FLU/H5N1!
EXPLOSIONS!
EXPLOSIONS!
FIRES!
EXPLOSIONS!
FIRES!
FLOODS!
EXPLOSIONS!
FIRES!
FLOODS!
BLACKOUTS!
THE ECONOMY!
COVID-19!
Core Competencies for Primary School Teachers in Crisis Contexts

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 Module 1
Teacher’s Role
and Well-being
Teacher Well-being and Stress Management

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 Objectives
By the end of this session you will be able to:
● Explain the importance of teacher well-being.
● Identify signs of stress.
● Practice basic techniques of stress management.
● Identify methods to support your own well-
being.

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Factors Affecting Teacher Well-being
● Coping with trauma
● Ability to take care of oneself and
one’s family
● Ability to save money
● Financial security
● Housing/lodging
● Family life
● Community relationships
● Access to health services
● Access to social support services
● Security
● Physical health
● Happiness 14
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Importance of Teacher Well-being
1. Who does your well-being influence? List at least 3
different types of people.
2. What other emotions, both positive and negative,
can people spread in this way?
3. In what ways do our emotions affect our
behaviour?

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 Scenarios
1. What signs of stress the teachers are displaying in this
time of pandemic.

2. The impact of stress on the teacher's performance in the

virtual classroom.

3. The impact of teacher’s stress on the student’s

performance and well-being.
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Importance of Teacher Well-being
1. How does teacher well-being affect teacher
performance in the class room?
2. How does teacher well-being affect student well-
being?
SUMMARY: “Why is teacher well-being important?
(30 words!)

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Conflict Resolution
STOP
THINK
ACT
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STOP
1. Take a breath

2. Walk away if necessary

3. Calm down
-Put things into perspective

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THINK
1. How do I feel?

2. How do they feel? (Try to see the conflict

from the other side)

3. What was I doing? Was it causing a

problem?

4. What can I do to solve the problem?

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ACT
1. Be respectful

2. Make the situation better, not worse

3. State the conflict without placing blame

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 THREE DIMENSIONS OF
•
-
STRESS
STRESSORS
the situational factors that contribute to the experience of stress.

• COPING METHODS
- the skills and strategies we develop as a means of coping with life’s
stresses and pressure.

• SUPPORT SYSTEMS
- the range of supports, both formal and informal, which can be
drawn upon.
 COPING METHODS
Coping occurs at four levels:

• Removing the stressors from our lives.

• Not allowing ‘neutral’ events to become stressors.

• Developing a proficiency in dealing with situations we do not wish

to avoid.

• Seeking diversion from the pressure(s) or by relaxation.

DEVIL
&
ANGEL

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Achieving Healthy
Balance
Between
Work and Home

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 When we rely on just
one aspect of our life
it is like placing all our eggs
in one basket
When something happens
in one area
we can fall back
on another area for
support
Balancing of work and family does
not happen automatically.
We need to work on it
both in quality and quantity
of time we put in.
Balancing your life with the 5 “F”s
i. Faith – spiritual
ii. Fitness – health, self image, relaxation
iii. Financial – finance, work, self growth
iv. Friends – community, social
v. Family – intimacy, family
SUPPORT SYSTEMS

Formal Informal

● Company Family
Friends
● Peer Support
Relations
Formal Support : Stress Prevention
● Stress prevention strategies should be
developed jointly by teachers and school
management / their representatives.
● Policies should focus on good work
organization and ensure that work related
stress is approached in the same way as other
health and safety hazards at work.
Some tips for the family :
● Eat together – at least one meal a day
● Have a family meeting
● Go on trips together
● Visit family friends together
● Form and work on family goals
● Pray together
 Module 2
Teacher’s Role
and Well-being
Collaboration and Communities of Practice

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 Objectives
By the end of this session you will be able to:
● Explain different types of collaboration.
● Design a Teacher Learning Circle (TLC).
● Identify peers who can provide personal and
professional support.

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Levels of Collaboration
Meetings Between Schools

School Wide Collaboration

Group Sharing

Individual Assistance

An Informal
Conversation

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What is a TLC?
a. Who will be involved in your TLC?
i. Will participants be from the same school?
ii. Will they be from the teacher training?
iii. Will they be from the area around where you live?
iv. You can be part of many TLCs and can work in smaller groups to strengthen specific skills.
b. What are the necessary roles?
i. Having a facilitator is optional. A facilitator can lead activities and discussions, help set up
groups, assign roles like a secretary and take attendance.
ii. We recommend that the facilitator be a different person each time chosen by their knowledge
and skills on the topic.
c. Where will the meeting take place?
i. Will the TLC be at your school?
ii. Will it be at the teacher resource center?
iii. Will it be at a central location within your community?
iv. Decide together where would work best.
d. When will the meeting take place?
i. When will your next meeting be?
ii. How often can your group meet?
iii. Could this meeting happen monthly?
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Creating Community Standards
What kinds of behaviors or
attitudes would you like to
see in your community?
What kinds of behaviors or
attitudes would you like to
leave outside of your
community?
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Teacher Learning Circles (TLCs)
School-based, regular peer support mechanism for teacher professional development:

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Peer Support
1. Why is collaboration so important?
2. How does collaboration make you feel?
3. In what ways will you use collaboration going forward?

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Writing your TLC Mission Statement
A mission statement is when a group says what its long-term goals are and how they will
accomplish them. Work together in your group and write your own mission statement for
your TLC, include your long-term goals as well as a series of Steps that you will take in
order to meet them.
Long Term Goals

Steps to Achieve 1.
Goals 2.
3.

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“There are some things
you learn best in calm,
and some in storm.”