Work-Life Balance (Just Kidding!)
I am supposed to come up with a “transition routine.” You’ve heard of that right? When you only know exhaustion and constantly having the impending feeling of a to-do list that grows faster than it shrinks? It’s awful. And it gets worse and worse so that you can’t slow down after work; you can’t focus on the weekends; you have no idea how submerged in work you are but you’re falling asleep at night adding things to your to-do list and you’re waking up in the morning grumpy that you’re list seemed to grow overnight.
A common suggestion to deal with this is to come up with a transition routine: something to help my mind transition from professional to personal life. Sounds like a great idea. Changing out of work clothes is an option; meditating, spending time outside, going for a walk, cooking dinner, listening to music, and reading a book, are also ideas. What if they don’t work?
For myself, and a lot of educators, it’s hard to just turn off work. This isn’t unique to teachers, unfortunately, it’s typical in our society. The way we’ve created this 24 hour availability to be connected to our professional selves is over the top. It’s also incredibly unfair. Whose fault is it? Each person and how they set boundaries? The union? The boss? The company? Administrators? The state? OUR SOCIETY?!?!
I’m getting amped up. 😮💨Focusing on what I can control. 🧘🏼♀️It’s my responsibility to come up with a transition routine. I can change my clothes, meditate, walk the dogs, read a book, cook dinner with my husband, watch a TV show, turn my phone off, sit in the sauna, sit on the deck, snowshoe, journal, shower, etc.
What I can’t turn off is my emotional connection to my job. Isn’t that a good thing? Doesn’t that mean that I’ve found my niche? My passion? Why am I trying to disconnect from that? I’m attached to the purpose: teaching kids. Teaching kids to read, apply math, etc. But also I’m attached to the kids. Every emotional need I try to fulfill for them. Every coping skill I think they would benefit from, I offer it to them. I think about making them feel safe, connected, and proud.
Parents contact me when their family dog dies. (I’m not saying this to poke fun; I’m telling you this because I need you to understand the emotional investment I have and ask for help with the “turn off” switch. You can read about one of my family dog passing stores here.) I became attached to one of their family dogs when they first got her as a puppy when their oldest child was in my class. Then, their youngest child was in my class and Rosie got suddenly sick and they had to put her down. I digress…
I think about how I am going to help my students be confident and humble; find their place in this world without having to change who they are and still be able to adapt to situations. I build a connection with them and every interaction I have with them, I’m trying to teach them to be independent and willing to ask for help. I want them to remember me for empowering them and helping them grow into a person that they want to be. How do I build a transition routine to shut that off?
