BENZHI - October feature article

Both new and seasoned EFL teachers alike have enough adversities to deal with in the classroom. Occasionally, these problems become too much, and the teacher "burnouts." Burnout is one of the biggest career wreckers out there - often destroying many promising EFL teachers’ careers before they even get a chance to get started.

The October issue of BENZHI examines the factors that can lead-up to teacher burnout. It also tackles the question of “What causes a teacher to burnout?” The article provides insightful considerations to prevent the dreaded burnout. Get in the know.

Avoiding teacher burnout.
Am I losing my mind?

Congratulations! You are now a certified (EFL) English teacher. You are headed off to some foreign exotic land to make a difference in peoples life’s through language instruction. Excited, motivated, and ambitious – nothing can dampen your spirits. Many times this is the common mindset of a new teacher. It is indeed noble. However, there are many mental challenges that you will face in the future. One of the most fatal is “burnout.”

Burnout is a physiological condition of despair and detachment. Sometimes it can become so severe that it starts affecting its victim physically. There can even be a clinical level of depression if the teacher is completely absorbed by the burnout. Being aware of contributing factors (and symptoms) of burnout can go a long way in its prevention.

Here is a common reflection of a teacher who is suffering from burnout:

"I am completely bored and depressed with teaching. Everyday is the same thing – over and over and over again. There is no variety in my job. I feel like I am a robot on autopilot. My brain has stopped working because I am not able to come-up with any ideas and course books are starting to become more and more hilarious to me. I feel so helpless, lonely, and depressed. I have to get out of here or I am going to lose my mind."

What are the symptoms of burnout? How is it recognized? If a teacher is experiencing more than one of the following – burnout may be a factor:

Feelings of Meaningless
Health Problems
Negative Emotions
Frustration
Depression
Interpersonal Problems
Emotional Withdraw
Substance Abuse
Declining Performance

It was once thought that burnout had direct correlation to a teacher’s workload or even hours taught. Many teachers related that 20 contact hours (contact hours are the actual amount of time you engage in student instruction) a week was the threshold for burnout.

Other EFL teachers said that extended lesson plans, student assessments, examination, curriculum development – the general workload was the cause of burnout. In other words, teachers are under the conception that burnout is due to actual physical exhaustion.

There has recently been a shift away from this way of thought. There are many cases where extreme physical exhaustion plays no relevance to burnout. Athletes are perfect examples of this. The runner – gets up and runs mile after mile to exhaustion. Then the next day, does the same thing and this continues for the greater part of their life.

Where is the burnout? Why do they not suffer from burnout if it is triggered by physical aspects? The answer is because the athlete is not only strong in body – but they are strong in mind. A close look at world-class athlete reveals they have incredible mental stability and strength. Burnout is not caused by physical taxation.

EFL teachers are like athletes in many cases. The critical difference being the teacher receives no mental training on par with an athlete. The teacher gets up and runs – but often lacks the strong mind to make sure they get to the finish line. But, there is more to it than this than meets the eye.

Examine the recent case of Stephanie’s burnout:

“This is my first year of teaching at the secondary level. Last semester was fine, but then in the middle of exams I was told that I had to switch to another school. I was given about 2 days notice… Needless-to-say I had a very difficult time at the new school. Everyone seemed so busy doing their own things. I was extremely anxious and on-edge the entire time. I pushed myself for 2 months and then that was it. I had it.”

What really happened here? Are there indicators of physical exhaustion? Too much work with too little rest? Not quite. What is seen here is a mental collapse of the teacher triggered by a sudden disorientating move.

When most cases of burnout are studied and weighed there is one underlying factor that can be seen: Burnout victims experience a collapse of their emotional or mental supportive system. In Stephanie’s case, the sudden move had removed her from her previously established mental support system (MSS). Her statement of thinking everyone was so “busy” indicates that she felt there was no administrative or peer support for her. Nobody helped her. She felt neglected and out of her realm – support system collapse.

In light of years of training to become mentally fit and strong – how does a EFL teacher prevent burnout? The answer is to establish a tier support system. It should be tiered because as in Stephanie’s case – her primary support system was removed from her. She lacked a secondary system, and she therefore collapsed.

One of most important support systems is typically based on family and friends. Unfortunately, when a teacher is abroad, this more intimate and comforting support system is removed from them. But it is the one sought for comfort when a teacher does burnout. Not much instruction is needed to establish that support system. And if instruction is needed, it would be better served by a professional specializing in the area.

Another support system is the one found in the EFL working, or teaching, environment. Here are some considerations in establishing a working support system:

1. Collaborate and share ideas with your colleagues.
Many teachers only initiate a social relationship with their co-workers. The agenda consists of what to do on the weekend and what party to go to. Rarely does the first year teacher seek out what works in the classroom.

Exchange ideas, and if necessary establish a formal format to implement it. Have meetings to and do peer-to-peer teaching. Or rotate a clipboard from teacher to teacher on a weekly basis. The teacher writes a simply paragraph and provides a teaching tip, or something that works for them.

By the end of the year, there are 53 new tips for the teaching staff to utilize. The internet and forums often provide a great format to reach teachers and glean experiences normally not accessible.

2. Teacher observations. Observe a colleague.
Choose a colleague and observe them in their classroom. This interaction serves two purposes. First it establishes a professional rapport with the teacher being observed. Secondly, it provides an opportunity to learn. Enough cannot be said about non-critical colleague observations. This is not to be confused with administrative observations.

This also can be reversed. A teacher can ask for an observation from a trusted a respected colleague. Pick a specific area of your instruction that should be critiqued.

3. Administrative Interaction.
Flying under the radar is not always the best choice. Establishing a good working relationship with a schools administration is beneficial. This relationship is a delicate balance of give and take. Spend the time to find out the inner workings of the schools administration and become involved. An “us” vs. “them” mentality is a precursor of burnout.

4. Healthy life outside of the EFL classroom.
Many times burnouts are triggered by circumstances outside of the classroom. Financial problems, relationship problems, and cultural problems can contribute to a teacher’s burnout. Make sure that these aspects are under control and acceptable. If they are not, stress levels will rise and ultimately it will be transferred to the workplace. Then the classroom will be associated with stress – when in actuality the origination of the stress lay outside of classroom.

5. Do an in-depth personal analysis of what support systems are required.
Having a grasp of what is individually needed for success – makes it easier to recognize shortcomings and to act accordingly.

Understanding what causes burnout is half of winning the battle. The other half is recognizing shortcomings and exercising mental strength. Never let a situation impede on motivation and spirit. The next time burnout starts to show its ugly face, look around and see if personal support systems are in place. If not, correct them and chances are the feeling of burnout will subside.