Balancing Teaching and Personal Life

1. Balancing Teaching and Personal Life Bradley University NAfME Chapter Presentation January 31, 2014 By Leigh Wiedelman

2. Introduction • Grew up in Chicago suburbs • Graduated with Bachelor of Music Education degree from Valparaiso University (Valparaiso, Indiana) in May of 2010 • Moved to Peoria for my first teaching job • Position was cut in Peoria after first year teaching, so now I teach K-3 General Music in Pekin

3. Why this topic? • Teacher burnout rate is very high within the first five years of teaching, especially for music educators • Music is different than other professions: • Our aim as music teachers and musicians is to make a living doing something that we love • Since we are so passionate about our subject area, it can consume us and make it difficult to “leave work at work”

4. Why this topic? • Personally, I want to inspire my students for as long as possible • With a growing amount of musical commitments around the area, I saw a need to achieve balance and avoid burnout • Relevant to everyone, especially music educators and musicians

5. Possible Roles • The music educator and musician is… • Educator: inspires all students to be the best musicians and well-rounded citizens possible • Mentor: teaches private lessons? Advises students on musical career paths? Support for all students • Student: always growing as an educator, seeking professional development • Musician: many perform outside of school in any capacity

6. Possible Roles • The music educator and musician is/can be… • Spouse/Significant Other/Family Member: should spend quality time with loved ones • Friend: should have time to cultivate friendships within and outside musical sphere • Parent: needs to be a good parental role model for own children

7. Scenario… • A K-3 general music teacher at two schools wants a singing outlet to continue developing her voice, and also to meet people since this is a brand new area • Joins community chorus and attends local church with strong musical tradition • Meets friends and networks through aforementioned community chorus and church

8. Scenario… • Is offered paid musical position as handbell choir director at another local church, good extra money and artistic challenge • Gets more involved in church #1 by directing the Youth Choir and some of the Adult Choir • So, K-3 music teacher now holds a full time position at two primary schools, directs a youth choir, handbell choir, and part of an adult choir • Still sings in local community chorus • Works on masters degree during summers

9. Scenario… How to balance everything?!

10. Warning Signs • Exhausted at end of every day after an extended period of time (“adjustment period”)—not getting refreshed by work • Apathy towards one or many spheres of life • Easily getting distracted during one activity due to the need to plan for another activity • Strained relationships • Getting sick and not easily recovering

11. Preventative Strategies • Make a list of priorities: • What should come first: professional or personal life? Is it possible to strike a balance? • How much time to devote to each sphere of life? • How much is doable for you? (Probably best discovered by trial and error) • Learn when to say no!

12. Preventative Strategies • Create a strong professional network • At work, surround yourself with professionals who will lift you up instead of encourage complaining about students, administrative duties, etc. • Avoid the Teachers Lounge if necessary; find other areas with a more positive environment • Come up with solutions in addition to complaints/venting sessions, when possible

13. Preventative Strategies • Create a strong personal network! • To whom can you go when you are feeling overwhelmed? • Meet others through personal interests other than work and cultivate those relationships • Keep up with family and friends who live out of your area

14. Preventative Strategies • Pursue other interests • Join a local choir/band/orchestra/etc. in which to perform rather than teach • Join a local book club, service organization, take a photography class, etc.—something with a set schedule that could be non-musical • Get into a TV show by yourself or with a group of friends

15. Preventative Strategies • Schedule when you will be working, when you won’t be working, and stick to it • At school/work, be at school/work • How much work will you take home? • When will you stop checking your school/work e-mail for the evening? • What will your weekend time look like? • Let others know your schedule to help hold you accountable

16. Preventative Strategies • Make a certain amount of personal time a priority • One hour per evening? • Four hours per week? • Keep a journal • Color-coded planner (i.e…red for school/work, green for church #1, purple for church #2, burgundy for community chorus, purple for personal, etc.)

17. Preventative Strategies • Be flexible! • Your schedule may need to change if there is something happening at work or personally that needs more of your attention • Plan ahead for it • Final exams, big project that will need to be graded, concerts, life events, etc. • Be present and in the moment whenever possible

18. Resources • Scheib, J. (2003). Role stress in the professional life of the school music teacher: A collective case study. Journal of Research in Music Education, 51(2), 124-136. • http://education.cu-portland.edu/blog/educator-tips/five-tips-for-teacher-work-life-balance/ • http://www.sdbonline.org/sites/DTS_Balancing-career-and-personal-life.pdf • http://ws.conn-selmer.com/archives/keynotesmagazine/article/?uid=236 • http://www.phillipsfiddlers.com/Handouts%20PDF/BurnOutClinic.pdf

19. Questions?