{"id":7072,"date":"2021-08-01T00:00:16","date_gmt":"2021-08-01T00:00:16","guid":{"rendered":"https:\/\/itdi.pro\/blog\/?p=7072"},"modified":"2021-10-10T23:28:44","modified_gmt":"2021-10-10T23:28:44","slug":"teacher-self-care-strategies","status":"publish","type":"post","link":"https:\/\/itdi.pro\/blog\/2021\/08\/01\/teacher-self-care-strategies\/","title":{"rendered":"Teacher self-care strategies: exploring teachers\u2019 responses in Per\u00fa"},"content":{"rendered":"
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Teacher self-care strategies: exploring teachers\u2019 responses in Per\u00fa<\/h3>\n

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Iv\u00e1n Aguilar<\/strong><\/em> (Per\u00fa) shares research gathered with approximately 70 teachers that includes their current and new self-care strategies<\/p>\n<\/div>\n

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\u201cAdaptability is the simple secret to survival\u201d<\/i> –Jessica Hagedorn<\/p>\n<\/blockquote>\n

It\u2019s been more than a year now since the pandemic hit the world and, consequently, many aspects of our lives and work. Teachers felt this shock tremendously since their styles of teaching and interacting with their students moved to the not very well-known area of online teaching.<\/p>\n

Teachers may have perceived themselves as victims of a completely new and tense situation in which their major concern was the effectiveness of their lessons. Working from home also brought its own challenges such as not having a private space to work or dealing daily with the limitations of quarantine.<\/p>\n

This crisis increased the amount of stress that teachers experience affecting their well-being in different areas and causing a variety of symptoms. However, adaptation is inherent to humans and the teachers\u2019 initial view of themselves as victims turned into discovery of strategies to deal with the crisis and develop a personal and original approach to self-care. The most evident proof of this is that the educational system, with its new limitations, did not stop.\u00a0 The way this adaptation naturally happened at a binational center in Per\u00fa is what I will discuss in this article. \u00a0 I have been working at ICPNA Region Centro in Per\u00fa for many years and perceived these changes and adaptation in myself and my colleagues. This is what I will discuss in this article.<\/p>\n

Binational center: ICPNA Regi\u00f3n Centro<\/h4>\n

ICPNA Region Centro is a binational center located in the center of Per\u00fa in a city called Huancayo. There are approximately 69 teachers who are in charge of teaching English in the language program. The program consists of three main levels (basic, Intermediate, and advanced) as well as a six-month Methodology course. Teachers also come from varied educational backgrounds and have different numbers of\u00a0 years of experience. During the first months of the pandemic all the language program was moved to an online format and has been working this way for more than a year now.<\/p>\n

Collecting information<\/h4>\n

During the first months of the pandemic, I was looking for ideas on how to take care of myself as a teacher and had the chance to read \u201cThe Teacher Self-Care Manual<\/a>\u201d by Patrice Palmer. After implementing some of the strategies described in the book, I wanted to know what my colleagues had been doing to deal with this difficult situation. This is why a short survey was prepared which included some of the most relevant concepts and strategies presented in the book. The survey explored what strategies teachers were currently using and which ones are more difficult for them to implement. The following sections present our findings.<\/p>\n

Strategies currently used<\/h4>\n

Our first insights about self-care strategies commonly used by teachers is shown in the following graphic. It\u2019s interesting to see that preventive healthcare and doing activities different from work are the two strategies with the highest rating.<\/p>\n