stress by alvic

1. Module 1
Teacher’s Role and Well-being
Session 1: The Role of the Teacher in the School and the
Community
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2. Objectives
● Explain the importance of education in crisis contexts.
● Describe the role of the teacher in the school and in the
local community.
● Consider how to balance the various roles within the
classroom, school and community.
● Identify your own motivations for teaching and set goals
to increase motivation.
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By the end of this session you will be able to:

3. Clock Activity
- How did you become a teacher?
- Why did you become a teacher?
- Why are you excited to be a teacher?
- What makes you nervous to be a teacher?
- What do you hope to gain from being a teacher?
- What motivates you to be a good teacher?
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4. Why is education important
in your community?
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Question:

5. 5
Why is education
important?
Theme 2
Employment
Communication
Theme 1
Making friends
Expressing
opinions Applying for jobs
Mind Mapping

6. Why is education important
in your community?
20 word challenge!
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Question:

7. A teacher is _______.
You have 1 minute to fill in the blank for
the statement “A teacher is _____” with
as many ideas as you can come up with
on your own.
GO!
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8. A teacher is _______.
○ Someone who imparts knowledge
○ Someone with management skills
○ A leader
○ Someone who empowers students
○ A learner
○ An effective communicator
○ Someone who helps others to have
new experiences
○ A change-maker
○ A good role model
○ A coordinator of people and
resources
○ Someone who can support different
types of learners
○ Someone responsible for the well-
being of the students
○ Someone guiding and supporting
children
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9. Identifying Expectations
1. What do students in your classroom expect of you?
2. What does the leader of the school expect of you?
3. What do parents in the community expect of you?
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10. 10

11. Teacher Motivation
School-related factors that…
Encourage Teachers Discourage Teachers
● Student success ● Limited resources
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12. Individual Goal Setting
1. What are some goals that you have for yourself as a teacher? Think
about what kind of teacher you want to be.
- What kind of relationship do you want to have with your
students?
- What skills or values do you want to teach your students?
1. What do you need to do to achieve your goals? What kind of support
will you need?
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13. Module 1
Teacher’s Role and Well-being
Session 3: Teacher Well-being and Stress Management
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14. Objectives
● 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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By the end of this session you will be able to:

15. 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 15

16. Importance of Teacher Well-being
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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?

17. Scenarios
1. What signs of stress the teachers are displaying.
1. The impact of stress on the teacher's performance in
the classroom.
1. The impact of stress on the student’s performance and
well-being.
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18. Importance of Teacher Well-being
1. How does teacher well-being affect teacher
performance in the classroom?
2. How does teacher well-being affect student well-
being?
SUMMARY: “Why is teacher well-being important?
(30 words!)
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19. Conflict Resolution
STOP
THINK
ACT
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20. STOP
1. Take a breath
1. Walk away if necessary
1. Calm down
-Put things into perspective
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21. THINK
1. How do I feel?
1. How do they feel? (Try to see the
conflict from the other side)
1. What was I doing? Was it causing a
problem?
1. What can I do to solve the problem? 21

22. ACT
1. Be respectful
1. Make the situation better, not worse
1. State the conflict without placing blame
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23. Stress Management For
Teachers
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24. Objectives
• To introduce the term stress
• To explain the causes of stress
• Teachers and stress
• Self stress assessment
• To create a relaxing
• environment
• Remedies
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25. Activity # 1
Instructions:
Discuss among your group members the
following questions and share your views:
What is stress?
When people feel little stress?
When people feel greater
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26. Definition Of Stress
Stress is a condition of feeling experienced
when a person perceives that demands
exceed the personal and social resources the
individual is able to mobilize. People feel
little stress when they have the time
experience and resources to manage a
situation. They feel greater stress when they
think that they can not handle the demands
put upon them.
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27. Different Types of Stress
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Eustress (Positive) Distress (Negative)
Eustress improves
performance, motivates
and focuses energy
and energizing.
Demotivating and
displaces
energy, causes
anxiety, and worry, or
concerns and
decreases overall
performance/ability

28. A teaching job is a delicate job that requires specific behaviour in the
classroom. Teachers need psychological, physical and spiritual
balance. Our society expects teachers to be well rounded educationally
and emotionally. However, teachers experience a number of different
pressures and stressors such as: taking work home, difficult students,
difficult classes, lack of administrative support, pressure from parents,
teachers’ evaluation, ongoing learning, social isolation, job uncertainty,
integration of intelligence and technology, students’ and parents’
bullying……..
For all of these reasons teachers need to learn how to recognize
stress and stressors.
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29. TIME MANAGEMENT
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30. A devisedtimemanagementmatrix
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URGENT NON-URGENT
Important
Deadline driven
projects
Crises
Immediate Problems
Meetings
Q1
Problem Prevention
Relationship Building
Finding your life
partner
Building your dream
career
Personal development
Health improvement
Q2
Not
Important
Interruptions
Certain phone calls
Popular activities
Some meetings,
reports
Q3
Time wasters
Surfing TV channels
Mindless web surfing
Trivia
Q4

31. Quadrant 1 (Urgent and Important)
• Quadrant of necessity
• Things you have to do right away.
• Writing a to-do list everyday is very
helpful at attending to these things.
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32. Quadrant 2 (Non-urgent and Important)
• Quadrant of quality and personal leadership.
• These are the things that have to be done even if they are not
urgent because they are important to your goals.
• These include items that don’t really act on you but are things
that you have to act upon.
• These may include what small steps can take to achieve long-term
goals.
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33. Quadrant 3 (Urgent and Not Important)
• Quadrant of deception
• Activities are urgent seem to be important but what we have to stop and think whether they are worth
doing at all.
• If you seem to lack at time for doing important things, reallocate time from activities that fall in
Quadrant 3 and
Quadrant 4 because those in Quadrant 4 are not worth doing at all.
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34. To facilitate time management decisions, ask yourself
the following questions:
o What is the most important to you?
o What gives your life meaning?
o What role do you play? Which of them would you like
to play well?
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35. Always remember to keep the first things
first. As a future teacher, look into your
goals and manage your resources to keep
stress at bay and make sure your time is
well-spent.
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36. Activity # 2
Instructions:
• List down the things which keep a teacher
stressed at his workplace.
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37. List of stresses upon a teacher
• Lesson planning
• Accountability for student
• performance
• Classroom management and discipline
• Supervisory role
• Extracurricular activity conducting and monitoring
• Taking work home
• Difficult students
• Difficult classes
• Lack of administrative support
• Pressure from parents
• Teacher’s evaluation
• Ongoing learning
• Social isolation
• Job uncertainty
• Integration of intelligence and technology
• change in curriculum
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38. Activity # 3
• Instruction:
Volunteer some stressful experiences or
incidents and explain how you feel and
work under stress and pressure.
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39. Behaviors in stress conditions
Fight or Flight:
According to the study of biologists humans respond
to urgent stress situations in two ways:
Fight : To battle with the stress causing factor
Flight : To try to escape from stress causing
factor
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40. Power, but little control...
Unfortunately, this mobilization of the body for survival also has
negative consequences. In state, we are excitable, anxious,
jumpy and irritable. This reduces our ability to work effectively
with other people. With trembling and a pounding heart, we can
find it difficult to execute precise, controlled skills. And the
intensity of our focus on survival interferes with our ability to
make fine judgments based on drawing information from many
sources. We find ourselves more accident-prone and less able to
make good decisions.
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41. Instruction:
Make groups and work on 5 different scenarios
of different stressors present your role play.
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42. Understanding causes of stress in your life:
• Understand the long-term stress in your life;
• Understand the most serious sources of short-term
stress;
• Make best use of all of the resources available to you;
• Find stress management techniques that will be helpful;
and
• Plan to manage stress.
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43. Tips to reduce stress
• Learn to plan
• Recognize and accept limits
• Talk out your problems
• Avoid unnecessary teachers’ competition
• Learn to play a sport
• Decide to be positive
• Love yourself more than anybody else
• Exercise
• Change your surroundings
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45. I need to remember the
following:
Stress
Management
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We can manage
stress if we can
manage time
wisely.
Management of
stress begins in
making the right
decisions.
Stress is
inevitable but
manageable.
We make enlightened decisions
when we
anchor them on our goals, values
and principles of stress
management

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