Reflection on our  professional recognition and value 

Recently, lots of short clips and videos about teaching have been popping up on my IG. I have noticed that many of them are talking about teaching strategies, the techniques of handling behavioral issues or management. Most of them provide great tips for the teachers to practice in the field. However, I haven’t seen much about  how we can support ourselves to cope with the stress and demands so we do not get burned out?

First, I think we need to  face the reality that being a teacher, especially working with young children can be undervalued, comparing the hours and stress we have to take to what we receive.Many people might just show their appreciation by just “saying” it instead of genuine recognition.I remember once I had an interview to renew my visa and the officer asked about my occupation. I answered I am an ECE, early childhood educator, and he frowned his eyebrows, looking confused. My son said “ oh, she is a daycare teacher.” Then, the officer was like “ oh, okay.” Yes, the fact is  that other people might not view ECE as a professional. However, the question remains “do we think we are?” We are care providers with professional training to offer services. We are part of these little friends journey of their life, watching them grow. We are helping to raise the next generation. We do not have to take negative critics or unreasonable requests from other people or parents. We know what we are doing based on not only our love to children but also up-to-date knowledge and strategies. 

Acknowledge our emotions and set realistic expectations

The other fact we need to know is our feelings. Teachers should not feel guilty for the frustration and exhaustion. I always tease myself as a broken record because I have to repeat the same words or handle the same situation over and over again. “Walk in the line please!” “ I know you want to play with this toy but you need to wait for your turn.” “ We do not push or hit our friends, It is not nice. Use your words to tell your friends you do not like them to touch you.” “ Sweetie, you need to stop crying and yelling so I can hear you. Tell me why you are crying so I can help you.” You could also possibly lose your patience by listening to the screaming for 15, 20 minutes, or even longer. On top of that, you still have to do your circle time or perform other regular tasks. So, as a teacher, first, we have to acknowledge our emotions and know our limits. For example, I know yelling and screaming could make me very upset. Therefore, when a child is having a tantrum,I usually place this child in a safe spot with my sight of supervision, giving both of us a few minutes to regulate our emotions and then rebuild the connection.

Set realistic expectations

We also need to set up boundaries and make realistic expectations of our little friends. For example, in the morning, young children take time to settle in and build up their energy for the day. So, I usually open table activities and some “station activities” based on their request or our little discussions, to create a positive and calm environment for transitions. One of my expectations for playing is that they have to put away their toys before they move on to another one. If a child say “No” to me while cleaning up, I always go to them, hold their hand to pick up the toys and do it with them. In this way, I am not only  showing the action that should be taken but also avoiding the possibility of escalating conflicts.  

It is surely not an easy journey in education. It is filled with challenges but also rewarding. With strong belief, confidence and awareness of our emotions, we can make more positive influence on the young children, our hope, our next generation.