Stronger Together: Shared Experiences of Success & Struggle
Stronger Together: Shared Experiences of Success & Struggle
Self Efficacy is the belief in one’s ability to influence events that affect one’s life and control over the way these events are experienced. (Bandura, 1994)
Teaching is a complicated and often unpredictable practice, which challenges teachers to stretch, be flexible, accommodate, and pivot. There are not many professions that are as human and relational an endeavor as teaching. By the nature of their professional pursuit, teachers are resilient to human fluctuation and adept at managing how they experience life’s events. For the most part, teachers thrive on the humanity of their practice, on the interpersonal dynamics and the connection they feel with each other and their students.
Campus closures and physical distancing leave a void in educators' professional and personal experience and have a tremendous impact on their sense of efficacy. As we continue to adapt to our new experiences, we understand that physical distancing is needed to combat this virus, but social connection is vitally important to sustain us during this time. Facilitating social connection for teachers in a way that increases their self-efficacy will strengthen their fortitude in these uncertain times.
Psychologist Albert Bandura is a pioneer in the study of self-efficacy and his theories are increasingly relevant in the field of education today. Bandura’s theory is that self-efficacy is facilitated by four sources of efficacy beliefs:
Vicarious experience – when I see the success of others around me with whom I can relate, I am more likely to believe I can succeed.
Social Persuasion – when I am encouraged by those around me, I am more likely to believe I can succeed.
Mastery – the more I do something and succeed, the more I believe I can succeed.
Physiological and emotional state – when my state of mind and environment are supportive or conducive, I am more likely to succeed.
Long before the Coronavirus changed our lives, TeachWell recognized the need for the social-emotional support of educators. In a profession often lacking in systems that promote teachers’ sense of self-efficacy, TeachWell creates a supportive environment in which teachers connect with peers across shared experiences of success and struggle. We construct a trusting social environment where teachers receive encouragement from colleagues. We celebrate and recognize individual success in a way that promotes professional mastery. We practice mindfulness to calm anxieties and regulate the nervous system in order to foster resilience and confidence.
Over the past three weeks, in our virtual TeachWell groups we hear educators struggling with obstacles over which they feel very little control. They talk about loss of connection with their students and families and the concern that comes with that.They talk about feeling overwhelmed by the learning curve of developing distance learning plans in a way that is reminiscent of their first year of teaching. They talk about feeling anxious from the uncertainty of the future and the sudden lack of structure and routine. They talk about \feeling stretched thin and ironically isolated as they take care of their families and try to work from home. Overwhelmingly teachers question their ability to influence their lives and maintain control.
In order to succeed, people need a sense of self-efficacy, to struggle together with resilience to meet the inevitable obstacles and inequities of life.
(Bandura)
Harvard’s Center for the Developing Child frames the complexity of what we are managing: “Prolonged physical separation is absolutely necessary to slow down the progression of a pandemic; responsive social interaction is essential for strengthening resilience in the face of adversity.” The social and emotional impact of measures taken to combat Coronavirus is significant and we must keep the well-being of our educators foremost in our minds. In order to sustain teachers’ sense of efficacy and foster resilience we must hold both the necessity of physical distancing and need for social engagement. And Dr. Hans Kluge from the World Health Organization says, “With the disruptive effects of COVID-19 – including social distancing – currently dominating our daily lives, it is important that we check on each other, call and video-chat, and are mindful of and sensitive to the unique mental health needs of those we care for. Our anxiety and fears should be acknowledged and not be ignored, but better understood and addressed by individuals, communities and governments.”
TeachWell is committed to supporting the social-emotional well-being of educators during campus closures and beyond. We recognize the many factors over which there is no control AND we work with the ways in which we can support teachers so that they feel in control of HOW they experience these events. Our groups are designed around these themes – promoting self efficacy through peer support and problem solving, providing an equitable and safe space in which educators can feel connected through their shared experiences, practicing mindfulness in a way that calms the nervous systems, eases anxieties and fosters resilience. In peer groups teachers are able to invigorate the lost sense of efficacy and realize their brilliance, grit, and fortitude.
Look for dates, times and sign-up for our groups on Instagram @Be Well.Teach Well and on our Facebook Page TeachWell@bewell.teachwell We are here to support you. Feel free to reach out to us via email anne@teachwell.net with specific inquiries or suggestions.