Feb 26, 2019—I was recently thinking about embodied teaching.  The source of my reflection is the theology course I’m taking.  The class readings describe the diverse ways that Spirit, ritual practices, and professional calling are best understood as embodied, not rational, experiences and orientations to truth.  As I thought about the application of embodiness to teaching it became clear to me that an element of good teaching is an embodied, not rational, practice.  In support of this claim I generated the following list of expressions and concepts that resonate with a bodily form of knowing in teaching: wholehearted, embracing change, feel for the work, heart-felt, wounded, heartbroken, gut feeling, and presence.  This short list, I’m sure, only scratches the surface.  I suspect you will have additional terms for teaching that are equally embodied.

Embodiedness as a distinguishing characteristic of teaching provides unique answers to the philosophical questions about knowing (epistemology) and being (ontology) in education.  Embodied teaching, in contrast to Western ways of knowing and being, involves feeling, emotions, and intuition.  The embodied educator trusts the full range of their inner sense making tools while also recognizing the limitations and pitfalls of blindly following subjective perceptions and understandings.  Embodied educators have no choice but to teach through the wisdom of their bodies.  They have no choice because that is who they are at the level of their instructional core; embodiedness is their being.  To act otherwise is to teach out of a sense of falsehood and inauthenticity that students will sense and respond to in kind.  Students will learn from their teacher how to hide their true self.  To understand teaching as a calling is to acknowledge gifts and talents embodied in unique ways for each teacher.

Laura Rendon in her book Sentipensante summarizes the contrast between embodiness and rationalism in this way.  Instead of embracing the Cartesian world view of “I think therefore I am” she argues for a more holistic framing of teaching as “I belong therefore I am”.  Belonging in both the sense of being part of a group of others (external embodiment) and attentiveness to one’s inner life (internal embodiment).  To truly belong to a group is to be recognized as a distinct person inhabiting a particular body. To belong internally is to know your moods, emotions, gifts, shadows, and the places in your body where you hold pain or experience joy.  I can tell, for instance, when I’m more or less in my body as a teacher.  The more I feel grounded and centered, rooted into the classroom space, the more I am energized and connected to the content and to my students.  I’m alive and flourishing in the instructional space.

bell hooks, another educator concerned about embodied teaching, speaks of educators who are weary.  They carry around a sense of disconnection from themselves, their students, and their content knowledge.  Her antidote to this deep sense of professional weariness is attentiveness to spiritual energy and wellness.  It is from these deep sources of passion that good teaching flows through the hands of the teacher and into the hearts of students.  For both Rendon and hooks the move toward teaching as an embodied practice means dropping the metaphor of student as object and embracing the understanding of student as subject; a body of unique qualities and characteristics.  Additionally, teacher as subject can meet student as subject in an embodied emancipatory-relationship of mutual respect, appreciation, and empathy.

In concrete terms, embodied teaching can take a variety of forms and styles. Here are a few examples that come to mind.  I once observed an apprentice teacher who was a master at greeting students at the door of the classroom.  The ritual practice of greeting was more than a handshake, fist bump, or loving pat on the back.  The bodily presence of the teacher met the bodily presence, in all its forms, of the students entering the classroom.  The chemistry of teacher true-self welcoming student true-self set the stage for engaged learning.  One of my consistent embodied practices is having students complete name cards during the first class session.  At the end of class I collect the cards and pass them out at the start of the next class period.  This practice provides me an opportunity to walk around the class and greet each student.  I often follow up on an email or check to see how a project is going.  My embodied presence invites the embodied presence of my students to show up.  In another example, materials in some classrooms are passed out by the teacher with care and concern.  Thus the students see the importance of respect for the learning process.  In other classrooms materials are passed out haphazardly or even worse tossed onto the desks of students.  In the second example the embodied practice of disrespect for curriculum conveys an implicit message of disrespect to students about the value of knowing and becoming educated.

Rapport with students is a common indicator in most teacher observation tools.  In many cases this is measured and met through the frequency and quality of greetings, expressions of interest in students and their home life, or demonstrating belief in a student’s capacity to learn. These are important and necessary steps but only the early stages of rapport.  An embodied teacher understands rapport as an opportunity to meet each student as a fully complete human being, with all the strengths and struggles that being human entails.  The challenge lies in measuring this quality of teaching since it is often individual to each teacher.  But that should not stop educators from developing language, metaphors, and descriptors for embodied teaching.  How do you know—feel—when you are more or less in your body while teaching.  What does it feel like when you shift from your rational teaching mind to a sense of intuition?

 

February 7, 2019—Is empathy fatigue just another word for burnout or is there something particular about empathy fatigue that is worth leaning into?  In the past week I led a professional development session on empathy fatigue and I had two separate and unrelated conversations with professionals around this theme.  I have learned over the years that when something appears frequently in my life it is worth paying attention to.

According to the Oxford Dictionary of English, empathy or compassion fatigue is defined as the “indifference to charitable appeals on behalf of those who are suffering, experienced as a result of the frequency or number of such appeals.” In other words, empathy fatigue is a response by caregivers to repeated requests for help by someone else in need.  Empathy fatigue is more typically experienced by physicians, nurses, and other health care providers as their capacity to express empathy for patients is eroded by stress, external performance indicators, and the press to increase efficiency.  It is also sometimes called empathy fatigue. However, I think empathy fatigue, or some variant, is experienced by teachers when their calling to serve learners collides with the frequent appeals by learners (expressed and unexpressed) for social, emotional, intellectual, and spiritual support.

Empathy fatigue for educators, much like for health care workers, is more of a systems problem than the work of individual teachers or students. Most teachers I know care deeply about their students.  They want to help; that is why they are educators.  Teachers don’t set out to experience it and equally so I don’t think most students intend to inflict their teachers with it.  Yet empathy fatigue is part of the teaching landscape and is a contributing factor to teacher attrition rates.  One underlying social factor that contributes to empathy fatigue is chronic stress.  The American Psychological Association reports that a third of workers experience regular and sustained stress.  Suicide and rates of depression are rising, in part from stress, according to the Center for Disease Control and surveys from Blue Cross Blue Shield.  Within the field of education half of the teaching force has contemplated leaving because of personal and professional stress.  Two-thirds of educators in a survey of 5,000 teachers stated that they found their work environment stressful.  These statistics may help explain why empathy fatigue can materialize despite the deep sense of calling a teacher holds for her craft.  It can happen to the best of teachers who deeply care about the learning and emotional state of their students.  In fact, the more a teacher cares the more likely they are to experience empathy fatigue as they dig deep into their empathy tank in response to frequent appeals for assistance from students.

There are several actions a teacher can take to either reduce the likelihood of empathy fatigue or to work their way toward better health and wellness.  On an individual basis, mindfulness, meditation, deep breathing and contemplative activities can help.  Another workable response to empathy fatigue is keeping a gratitude journal or log.  A simple list of things to be grateful for in the teaching day.  Maybe it was an instructional breakthrough that opened up a new way to teach a concept.  Maybe it was a joke a student told during class.  Maybe it is the feeling of gratitude for a colleague who took the time to check in.  A variant on the gratitude log is keeping the hand written notes, drawings, and emails from students, parents, or colleagues complimenting some aspect of your teaching.  When the days are rough, and those days do occur, looking through the file can be a reminder of your ability to do great things to enhance learning.  And most importantly, there is always self-empathy, recognizing that empathy fatigue is a part of what it means to be a teacher, because you care enough to invest your heart in service of another person.  You can’t be perfect all the time; imperfection and imperfect care are human qualities.

Beyond individual actions in combating empathy fatigue it is helpful to have a good social network of like-minded colleagues, especially colleagues who know you well enough to recognize if you are not quite yourself as you interact with students.  Fellow educators who ask how you are doing, invite you out for a cup of coffee/tea to talk, or shine a light in your darkness reminding you about your calling.  A trusted colleague, friend, or partner can recognize the symptoms of empathy fatigue and make you rest and renew your empathy gas tank.  As anyone who travels by plane knows you have to put your oxygen mask on first before you can help others in need.

Students can help as well.  They are highly tuned to the moods of their teachers and therefore make good empathy fatigue detectors.  One of the signs of empathy fatigue is a loss of focus or interest in the other.  Students spend large parts of their day in direct contact with teachers, watching their emotional states and anticipating their teaching moves.  As such, if they have a strong relationship with their teacher, they can call the teacher out when they are inattentive and wandering, seeming to lose focus and interest in the educational needs of the student.  If the teacher is resilient they will recognize the truth of the critique, and if true, admit they were not fully present to the student and take steps to refocus.  It is also the case that empathy fatigue for teachers can be the result of trying too hard to reach into the learning heart of the student.  Teachers are typically hardwired to help students learn and this is generally an admirable quality.  But the shadow side of this gift is that a teacher’s identity and sense of accomplishment can become affixed to the learning performance of students.  Yet if for any number of reasons a student resists taking ownership of their learning by constantly asking the teacher for help, the end result can be empathy fatigue.  The teacher’s sense of self becomes depleted by the cycle of emotionally and intellectually extending oneself to meet the student’s need combined with minimal or slow student learning outcomes.

Students can also be a source of energy, giving back to the teacher, restocking their empathy tank.  Care dynamics are reversed and the student is now helping the teacher. An observant teacher knows which students in their classes are likely to give caring-energy.  With that knowledge a empathy fatigued teacher can look ahead into the daily class schedule with a sense of anticipation, not to burden the student with unreasonable and unprofessional expectations, but simply to be present to the mutual joy of teaching and learning.  This is a form of positive, rather than negative, projection into the instructional day. Who are the students just as ready to greet you as you are to greet them?  After all isn’t this one way to describe good teaching: a shared sense of care for the other?  Empathy fatigue is real for teachers but it doesn’t have to blunt the teacher’s call to serve others.


Copyright © 2018 University of Denver. | All rights reserved. | The University of Denver is an equal opportunity affirmative action institution
X