Teach Secondary Issue 13.4

Though our contexts may vary, we can find ourselves brought together with people who are in the same boat as us. Online discussion forums can similarly serve as a valuable source of ideas and reassurance, coupled with a level of anonymity that enables us to take greater risks when asking all those silly questions. Sometimes, the support we need won’t necessarily arrive in the form of an answer. Instead, it can come through recognition and acknowledgement – that whichmany of us are hesitant to ask for. I’mnot saying we all need a pat on the back for every lesson we teach – but it is worth remembering how good it feels to hear someone else tell us, ‘ You’ve got this, ’ or ‘ I like that idea – I’m going to try that in my lesson. ’ We mustn’t overlook the power that comes from recognising and validating the skills and talents of those around us. If you hear a good word spoken about a colleague, make sure to tell them. Sharing best practice The Teaching and Learning International Survey (TALIS 2013) found that teachers who participate in collaborative practices have higher job satisfaction and report greater self-efficacy. As such, many schools and colleges have adopted collaborative approaches to CPD, which can include implementing professional learning communities (PLCs). These allow educators to discuss various teaching and learning strategies, and share feedback on how these have been implemented. This not only helps create opportunities to share best practice on a regular basis, but also fosters a culture of togetherness, where we can all learn from each other. That said, it’s worth additionally reflecting on howwe, as professionals, go about utilising such opportunities for collaboration. On-the-job experience is valuable, but if we typically respond to suggestions in development meetings with a ‘ This has never worked before ’, or a less than helpful ‘ ...but they behave for me , ’ attitude, we can risk diminishing the willingness of others to openly share or ask for support. Yes, blunt comments delivered from a place of experience may well bear some truth, but will offer little in the way of empathy. If professional dialogue is to be supportive, then it should seek to understand, advise or offer a solution. Beingmindful Our days can feel rushed, and any spare minute can feel like gold dust – but that’s why it’s vital that we check in with those around us. It can take a little while for newmembers of staff to fit into an already established team. For trainee and early career teachers, moving to their second teaching placement can feel like starting all over again. Even when there are plenty of people on hand to offer support in the practical sense, just joining in with the staff room conversations can be tricky to navigate. Irrespective of our individual roles, making a conscious effort to acknowledge the trainees and ECTs in our school – be it a friendly hello in the corridor, or popping your head round their door at lunch to make sure they’re taking a break – will ensure they’re not left on the outside looking in. Finally, get involved with the wellbeing activities your school organises. If none are on offer, teamup with colleagues who share similar interests and plan an activity that focuses on staff wellness. These needn’t be limited to the confines of work, of course – if anything, scheduling these kinds of activities outside school can actually make it easier for people to maintain that all-important work/life balance. Maybe organise a book club and set a new location for eachmeetup. Get a group of people together and take part in a local weekend park run. Whatever form it ends up taking, a school community should always be grounded in colleagues coming together and rooting for one another. ABOUT THE AUTHOR Charlotte Lander is a teacher of English and psychology, and specialist in Talk for Learning TEACH SECONDARY SPECIAL HEALTH AND WELLBEING 33 teachwire.net/secondary H E A LT H A N D W E L L B E I N G