Due: 11th April
Ki te wātea te hinengaro, me te kaha rere o te wairua, ka tāea ngā mea katoa.
When the mind is free and the spirit is willing, anything is possible.
Module Objectives:
Upon completion of this module, participants will be able to:
- Identify and implement strategies for managing stress and maintaining well-being.
- Develop and implement effective time management strategies.
- Understand the importance of self-care and identify personal self-care practices.
- Build resilience to navigate the challenges and demands of leadership.
Understanding Stress and its Impact
Reading 1 and 2: “Understanding the Stress Response” – https://www.health.harvard.edu/staying-healthy/understanding-the-stress-response
and “Reducing the Impact of Stress” – https://mentalhealth.org.nz/resources/resource/reducing-the-impact-of-stress-the-three-rs
These readings explore the sources of stress, the impact of stress on individual well-being, and the importance of proactive stress management.
Building Resilience
Reading 3: Circle of Influence PowerPoint – https://www.mpls.ox.ac.uk/files/training/circles-of-influence/view
This Powerpoint, from Oxford University, explores a tool developed by Stephen Covey, called the Circles of Influence.
School leaders often grapple with a range of concerns, from urgent tasks to systemic challenges beyond their immediate control. Steven Covey’s concept of “circles of concern” and “influence” provides a valuable framework for navigating these anxieties. The “circle of concern” encompasses all the issues that occupy a leader’s thoughts, including those beyond their control, such as government policies. In contrast, the “circle of influence” represents the areas where a leader can exert some level of control or influence. Focusing energy on the “circle of influence” empowers leaders to be proactive, fostering a sense of agency and reducing feelings of helplessness.
Building resilience is crucial for navigating the complexities of leadership. By cultivating a positive mindset, directing energy towards areas within their control, and prioritising self-care, school leaders can effectively manage stress, bounce back from challenges, and thrive in their roles. A leader’s well-being is paramount. By nurturing their own growth and well-being, school leaders can approach challenges with optimism and determination, ultimately expanding their sphere of influence and creating a positive impact on their school community.
Time Management Strategies
Reading 4: “Managing your Time” – https://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Managing-your-time
This reading will explore various time management techniques. Which ideas are most applicable to you?
Task: Self-Care Practices
Task: “My Self-Care Toolkit”
- Reflect on your current self-care practices. What activities do you currently engage in to support your well-being? Use Te Whare Tapa Whā as a framework to help you reflect https://mentalhealth.org.nz/te-whare-tapa-wha
- Identify areas where you could improve your self-care practices.
- Develop a personal self-care plan that includes a variety of activities, such as exercise, mindfulness, spending time in nature, connecting with loved ones, and engaging in hobbies.
- Post your “My Self-Care Toolkit” (a list of your chosen self-care practices) on the online forum for peer feedback and discussion – 150 words or less.
Assessment:
- Completion of all readings.
- Participation in the online forum discussion.
- Reflection on personal self-care practices and development of a personal self-care plan.
4 Responses
Since entering teaching, self-care has become a priority. The role can be draining and we give a lot into our careers. Here is how I look after myself:
– Going for a walk or run in Hagley Park with no headphones on days when I feel overstimulated.
– Taking a break from my classroom every day (either at MT or Lunch), even for 15 minutes
– I don’t take my work computer home. I don’t receive email notifications on my phone.
– Every holiday, go on an overnight hike to switch off and disconnect.
– Make sure the weekends aren’t too full, and include some relaxing and food prep time at home. I tend to overschedule with friends and family, and then feel worn out because I have had no chill-out time at home.
– Get 8 hours of sleep a night.
– Go to to gym 4 x per week.
I look after myself by:
– Having rules around when work is spoken about at home and when it is not. Our general rule is that once dinner is on the table work stops and family life starts. We also don’t talk about work in the mornings. I grew up in a house where it was work talk all the time (my folks are teachers) so I am strict on this for us and for my kids.
– Getting my list ticked off. Spending 10 minutes on things today so I gain 10 minutes tomorrow.
– Meal prepping, or making enough for some leftovers!
– When the kids are in bed, I immediately check in with Fi and then go and do something active – mountain biking in the forest or to the gym. I listen to comedy podcasts like Hamish and Andy, Off-Menu or Taskmaster during these times, which helps me look forward to them more!
My Self-Care Toolkit consists of:
– Exercising most days, a combo of tennis, netball, pilates.
– Meal prepping in the weekend so that I know I will eat well throughout the working week.
– Have a couple of hours in the evening without devices, choosing to read or play with Nigel instead.
– Make sure I have something planned with friends about once a fortnight.
– Don’t take my work computer home on weeknights.
My self care toolkit:
– I love being outdoors and in the quiet of a forest or green space so make sure to do this once a day
– my mind calms when I am riding my horse (make this a priority instead of just once a week)
– eat healthy meals instead of resorting to uber eats…. (I feel better when I eat my vegetables…)
– continue running each morning as it puts me in a positive mind frame for the day and provides me with an element of success each day
– spend more time with friends and family at least once a week (I tend to isolate when overwhelmed and busy)
– continue to talk to a safe person at school when feeling overloaded to decompress and get an outside perspective