The episode elucidates the concept of invisible work—the profound yet unacknowledged emotional, mental, and relational efforts that educators undertake daily. This unseen labor, encompassing compassion fatigue and the responsibilities that extend beyond mere lesson planning and grading, is instrumental in maintaining the integrity of the educational system. We delve into the nuances of teacher burnout and the necessity of establishing boundaries to safeguard mental well-being. Furthermore, we emphasize the importance of recognizing and celebrating the subtle victories that occur within the classroom, which often go unnoticed yet are crucial for fostering a positive educational environment. Ultimately, this discourse serves as a poignant reminder of the essential role educators play in shaping the lives of their students, even amidst the challenges they face.

The intricate dynamics of teacher wellness are brought to the forefront as the episode explores the myriad ways in which the invisible labor of educators sustains the educational framework. This labor involves not merely academic instruction, but also the emotional scaffolding that supports students in their developmental journeys. The discussion reveals that teaching is, at its core, an act of profound emotional engagement, requiring educators to absorb and respond to the emotional currents within their classrooms. The burden of this emotional labor often leads to compassion fatigue—a state wherein educators feel overwhelmed by the constant demands for empathy and support from their students. The episode articulates the importance of recognizing and addressing the signs of compassion fatigue, emphasizing the need for teachers to cultivate self-care practices and establish clear boundaries to preserve their mental health. By prioritizing their own well-being, educators can enhance their effectiveness and ultimately create a more positive learning environment for their students. The conversation culminates in a call to action for educators to document their invisible achievements and celebrate the often-unseen successes that contribute to their pedagogical practice, thereby reinforcing their sense of purpose and community.

Takeaways:

• Teachers endure a hidden load comprising emotional and relational labor that remains largely unrecognized.
• Compassion fatigue manifests as emotional exhaustion from the continuous care given to students.
• Setting boundaries is essential for sustainable teaching; it preserves emotional health and effectiveness.
• Teachers often engage in a second shift of work that extends beyond official school hours.
• Celebrating invisible wins fosters recognition of impactful teacher actions that may go unnoticed.
• Finding small daily rituals of joy helps to counterbalance the stress inherent in teaching.

Links referenced in this episode:

• beafunkyteacher.com

Companies mentioned in this episode:

• Be a Funky Teacher

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This is Mr. Funky Teacher with Be a Funky Teacher dot com.

I'm coming to you with another Be a Funky Teacher podcast.

Welcome back everyone.

Today's episode is called Invisible Work.

The Hidden load Teachers carry.

That's what we are going to be talking about.

But before we get into it, let's talk about things that I'm thankful for.

First thing that I'm thankful for is little mini fridges.

They are so handy to keep lunch or snacks cool during long teaching days and it's really a small convenience like this that makes a big difference, I think in teacher happiness.

Second thing I'm thankful for shelves and wheels.

Rolling shelves let you rearrange your classroom anytime.

There's flexibility there that can help spark creativity and keeps energy fresh for both you and students.

Today I'm moving some shelves around for an activity that we are going to do because I'm going to use my shelves on wheels for to help kind of block off an area for to do some student podcasting and it's so cool it's in it and just having these shelves and wheels makes things so much easier.

When I set up my classroom this year, I made sure that all shelves had were on wheels so I could move it around and I think that was a very smart move on my part.

It's also makes it so I don't have to pack away my box things up at the end of the school year when when the cleaning team comes in and wants to clean my room, they can just roll the shelves out with me having to unpack.

So kind of thought ahead strategically about what would make things save some time in the end by a little time up front building these little platforms to have shelves on.

Third thing I'm thankful for surprise kindness moments like I've been mugged.

I I got this thing last week called I've been mugged where it's, it's a mug full little goodies like some snacks and little trinkets of stuff, those unexpected gifts, a mug filled with things like the candy notes or trinkets.

It reminds us that we're part of a caring community.

And then I get to pass this on and do I've been mugged for someone else.

And when we lift others up, the invisible load feels a little bit lighter, y'.

All.

So let's get into the main topic now that we're going to be talking about, which is invisible work, the hidden load teachers carry.

That's what I want to be talking about.

So first off, the hidden load of teaching.

See, we have the hidden load of teaching.

Teaching isn't just lesson plans and grading.

It's comforting a child who comes in upset.

It's, it's mediating a playground conflict.

If something happens outside, it's.

It's remembering which student's parent is ill or which kid didn't have breakfast.

See, we absorb stress, emotion and energy all day long.

And y', all, that's real labor.

It is the invisible work, you see, that doesn't earn extra pay, but it holds the system together.

That, that, that hidden load of teaching.

And I would say that compassion fatigue is real.

So the compassion fatigue is defined as the exhaustion that comes from constantly caring for others.

Have you, have you been there before?

Have you had compassion fatigue as a teacher?

If you've taught for any length of time, I bet you have, or if you've dealt with being in where it's been a very tough school year even, I bet you've also had compassion fatigue where when you're caring for others and you just feel exhausted, teachers support.

Teachers pour empathy into every student every day.

And sometimes it's actually, often it's without a way to refill it.

And when we get into that state of where we're getting into compassion fatigue, there are some warning signs that is really important, I think, to be aware of.

Emotional numbness is one of them where you, you just numb emotionally to stuff going on around you.

Irritability, where you're just like, you're kind of annoyed by anything and everything.

It's just like everything becomes just an annoyance to you or lack of a motivation.

Or let's say you take a moment to reset, you do something for yourself.

Maybe you go exercise or maybe you, you.

Let's say, let's say maybe you go in for, for a medical appointment first thing in the morning and you take the whole day off and instead of just Going back to work, you know, a few hours later and only taking a few hours.

You take the whole day, you.

And then you feel guilty for that, right?

Even though you had a medical appointment.

Those are some warning signs.

So emotional numbness, irritability, lack of motivation or, or, or guilt.

Feeling guilt for, for needing rest sometimes, though, that gets into compassion fatigue and we have to, we have to normalize it.

Where needing boundaries doesn't make you weak, it makes you human.

We've got to have boundaries, y'.

All.

Let's talk about the second shift.

Teachers work.

The official day ends when the kids leave, but our real work often continues where we're answering messages from parents, we're.

We're planning lessons or grading at night, we're worrying about students who are struggling emotionally.

See, the mental load follows us home, and that weight can lead to burnout fast.

I encourage to have systems, not slogans for reducing that work.

Like my second shift, I, where, where, where I had put the work in is sometimes I stay late, sometimes I don't.

I've been known to work very, very late.

I've set up a boundary where.

But I come in early.

I come in early sometimes, sometimes two and two to two and a half hours before students even think about getting out of bed.

I'm in at work working on some stuff.

And that's because there's, there's such a workload that comes with teaching.

And so that's, that's the second shift too.

So whether it happens before school, if it happens after school, it doesn't matter when it happens, but it's there.

And so let's talk about boundaries that protect the heart of teaching.

See, setting limits isn't selfish selfish.

It's.

It sustains your ability to serve.

If we want to be able to serve students and keep that sustainable, we have to have boundaries.

So think about things like, here's some practical examples of boundaries.

Turning off school notifications after 6pm or choosing one night a week for no schoolwork.

Right, that.

That could be a boundary.

Or not apologizing for resting or, or even having a mentality that, hey, if it's not due tomorrow, it can wait.

See, protecting your energy means your best self shows up for students.

And so we gotta have boundaries that protect the heart of teaching.

One of my big boundaries that I feel very strongly on is if I'm going to come in early and work like I am this morning, there's.

There's quite a few things I'm going to work on this morning.

Besides this podcast recording.

I Have multiple other things that I'm going to be working on this morning that are directly related to working with my students, doing some upgrading of some.

Some grading I got to do and put in a grading book.

It's.

I'm not going to stay late once my contract time is over today.

Once.

Once that 3:45 time comes, I'm leaving.

And that when your contract time is done for the day, you have to decide what your boundary is.

Now, early on in the year, when I was getting my year established and getting established at the new school, I was coming in early, sometimes two hours early, and I was staying late three, four, five hours late in the evening, and it was burning me out even before I was getting started, y'.

All.

And.

And that's not sustainable.

And it was.

So I had about two really hard weeks where I came in early and stayed in late, but, boy, it kind of ravaged me.

It kind of beat me up there.

And I. I knew that I had to set a boundary, and.

And I'm so thankful I did.

So I'm coming in early.

I'm not.

And it's.

It's that system.

I think coming in early has actually worked well for me because when I leave, I got a lot of family stuff to go and do.

My calendar is booked in the evening with.

With kid activities, family stuff, things that I need to do for.

For.

For my wife, my three children, my.

My dad, my brother.

It's.

It's busy.

It's busy after work.

And so it.

I think this really suits me that, hey, I. I can put my ticket shift, so to speak, in even before students are out of bed.

But even that sometimes we got to give ourselves some grace and boundaries, too, where maybe it.

We don't need to do it every single day.

And I. I hope to get to a point also, whereas I'm still getting myself established, I can maybe do it only maybe a couple days a week.

So I'm.

I'm still working in boundaries, too.

I'm actually starting to enjoy getting up early.

It's.

It's.

And I've never been a morning person.

I'm not minding it.

Too bad.

So next thing I want to talk about around this topic is to celebrate invisible wins, y'.

All.

Write down the unseen things you do in a week.

Calming a child, building confidence, diffusing tension.

See, that's impact, y'.

All.

That's leadership.

Share these things with colleagues because it builds appreciation and it reminds you of your purpose and helps us to recognize those moments because nobody else tracks them.

Those aren't showing up on standardized tests.

Not, not anything where, where it's directly measurable.

And so it's important for us to document those.

Those things.

And then supporting each other matters.

A simple note, or it can be as simple as hey, you're doing great.

Can reset someone's whole week.

If you notice a colleague looking worn down, hey, check in with them.

Critic.

Create a classroom or staff encouragement wall.

Maybe at your.

At your school or in a certain hallway for maybe there's a wing of your school where there's certain grades that you want to focus on.

It doesn't have to be for the whole school.

It could be, but those are things to consider.

See, invisible work feels lighter when it's shared and when it's voiced.

And when we support each other and encourage each other and we build each other up, y'.

All.

And then bringing back joy.

Find one small daily ritual that recharges you.

Sometimes it sounds cliche, but there is powerful and that.

Maybe a walk after school or a favorite snack or a favorite song to listen to.

Maybe a quiet coffee before students arrive.

Just sitting in quiet for 10 minutes.

See, Joy doesn't erase stress.

It balances it.

When we fill our own cups, we can keep pouring into others.

So as we bring this episode to a close, y', all, a reflective closing thought is the truth is, y' all teachers hold up the emotional scaffolding of every school day.

We notice the tears, we notice the silence, the small victories in that sacred work, even if it's invisible.

So today, give yourself permission to pause.

You're doing more than anyone realizes.

You're not just managing a classroom.

You're shaping lives quietly, moment by moment.

That brings our episode to a close, y'.

All.

If you found value in this episode, jump on over to Apple Podcasts or wherever you listen to your podcast and hit me up with a five star review and let me know what you think, y'.

All.

And I want you to remember to inspire greatness in young people.

And don't forget to be a funky teacher.

Bye now.

He's Mr. Funky Teacher, yeah he's Mr. Funky Teacher yeah, yeah, yeah.