| With teaching, the job never stops. However, you | | | | But, here are the ones who aren't applauding - |
| will come to a screeching halt if you burn yourself | | | | because they aren't the beneficiaries, but rather |
| out. In this article, let's consider the difference | | | | are bearing the brunt of your workaholism when |
| between working with passion and working until | | | | it leads to 'burn out': |
| you are fried. | | | | |
| The term 'workaholic' is tossed around quite a bit | | | | 1. your own family, either immediate or extended; |
| - and some people wear it like a badge of honor, | | | | 2. your students who may get the short attention |
| others use it as a derogatory comment, others | | | | span or short fuse that a workaholic often has; |
| try to hire people who are self-described by the | | | | 3. your body, mind, and soul because the |
| term, and others have full coaching and consulting | | | | workaholic takes no time to focus on personal |
| practices built around the concept. Since I'm a | | | | needs or downtime. The long-term toll that you |
| person who happens to love work (and always | | | | pay for this neglect is nearly incalculable. |
| have) and find that work and achieving through | | | | When you work with passion and professionalism, |
| work is not something to be derided, then I tend | | | | i.e., going above and beyond in terms of your |
| not to use the term workaholic. Burned out, | | | | commitment, drive,creativity, knowledge base, |
| however, that is something that can happen in | | | | dedication, and sense of mission, then you make |
| teaching and that's what we want to prevent. | | | | a difference in the lives of others every day - |
| As the article title suggests, workaholic behavior, | | | | and you are fulfilled. Yet, teaching at this high level |
| i.e., working that has all the attributes of an | | | | requires that we take a little 'down' time here and |
| addiction, is lauded and applauded by other | | | | there and focus on some other aspect of our |
| people...especially if they are the beneficiaries of | | | | lives besides teaching. It requires that we tend to |
| your addiction. People who may "applaud" you | | | | our own needs - physically, mentally, emotionally, |
| include | | | | and spiritually - so that we are whole and 'full' and |
| | | | then able to bring the zeal and zest we feel for |
| 1. your principal who knows that she can always | | | | students and learning to our work. |
| ask you to take on one more committee (even | | | | If you neglect taking care of yourself, then |
| though you already serve on seven committees | | | | before long, you are tired, resentful, 'hungry,' |
| and task forces at your school); | | | | empty, and emotionally weary. And fairly soon, |
| 2. your grade level teaching partners who get you | | | | you'll been to experience the signs of burnout. If |
| to run to the library and gather all the books for | | | | you don't make changes swiftly, it could become |
| the upcoming social studies unit that you designed | | | | an essentially-permanent condition - and that's sad |
| and that they will all be teaching in their | | | | and is a loss the profession can't afford. |
| classrooms; | | | | When teachers are healthy - physically, |
| 3. your students' parents who love the fact that | | | | emotionally, and mentally - they are better able to |
| you have told them that they can call anytime of | | | | serve those around them. If necessary, reframe |
| the day or night (or weekend) to ask for help | | | | your thinking if you have believed that being a |
| with their students' homework; | | | | workaholic (i.e., working to the point of exhaustion |
| 4. people at your church, mosque, synagogue or | | | | day in and day out, week in and week out, year |
| other place of worship who "count on you" to | | | | in and ....) is normal behavior. Your students admire |
| organize the phone tree every year when it has | | | | you and want you around as their vibrant teacher. |
| to be redone; | | | | When and if you become burned out, you do not |
| 5. neighbors who don't hesitate to ask you for | | | | bring your best to the classroom - or anywhere |
| help regardless of the task (or the time involved); | | | | else. Stop now, while you can. |
| and so on. | | | | |