Tag: apathy

What Happens When Teachers Get Too Attached?

by Raquel Rios, posted in activism, Compassion, consciousness, Education, faith, freedom, healing, humility, mindfulness, social emotional learning, teaching, Uncategorized

Exploring Engaged Mindfulness

In my previous post on compassion fatigue, I talked about the fairly common ailment of teacher burn out, when teachers enter a cycle of apathy and weariness, usually following an intense period of supporting students with countless needs. In that post, I challenged the notion of using mindfulness meditation to detach ourselves from student outcomes, and find happiness in teaching, regardless. Being attached to outcomes is a complex and important topic. So is being attached to our students. I have spent the last week contemplating on attachment and how we should mentor and support teachers who experience mixed emotions about what healthy attachment is and isn’t, especially when painful experiences arise, like apathy and fatigue.

teacherandstudentPerhaps you have heard of engaged mindfulness? This term is used to describe the practice of mindfulness so that we are in a better position to help and respond to the needs of others, so that we are more connected to others and to our commitment to the happiness of all beings. I have been going around in circles wondering if it is possible for us to respond to the needs of others in education with care and compassion without attachment, without making ourselves vulnerable, without allowing ourselves to experience the debilitating blow of failure, the sting of loss in spite of doing everything, the despair of watching high hopes descend into ordinary, harsh reality.

When we talk about attachment in the context of schools, we are talking about the deep and enduring affectionate bond that connects one person to another across time and space. We are talking about trust, safety and security, the knowing that there is a person out there that is deeply concerned and invested in our personal well-being and development. Attachment is not encouraging dependency, but rather, it is communicating that you are not alone; that even as you explore the world, take risks, grow and learn— you are being seen, loved and guided gently. How can we teach without attachment, in this sense of the word? How can we expect our students to trust us without our attachment, without our willingness to be vulnerable to this intimate, loving connection with another human being?

In my previous post, I suggested that teachers who experience compassion fatigue should use their meditation practice to cultivate self-acceptance. As a follow up, I would also suggest that teachers spend some time contemplating what it means to build bonds and healthy attachment with their students in the school setting, knowing that authentic relationships lead to an open and tender heart, pain and sadness, failure and other vulnerabilities. Quote2Mindful meditation practice can help us to know ourselves and accept our limitations, and it can also prepare us to absorb and transmute heavy emotions into a healing energy that can be applied to how we teach.

To transmute means to change the state of being. In Native American medicine, the snake represents transmutation because snakes shed their skin. Snake medicine is the knowledge that all things are equal in creation, and that those things which might be experienced as poison can be eaten, ingested, and transmuted if one has the proper state of mind. How can mindfulness meditation transmute pain, suffering, sadness, failure and vulnerability?

When we sit in quiet acceptance of the truth, and allow it to be exactly what it is, we begin to see how the pain we experience also contains the pathway to freedom. In my experiments in the practice of meditation, I have discovered four states of being that can be associated with transmuting painful experiences:

  1. Bearing Witness: Our experience of suffering is real, a natural part of life and universal
  2. Anticipation: Each situation that arises involves some kind of suffering and all suffering is impermanent
  3. Gathering Energy: Relaxation and meditation relieve suffering and lead to clarity
  4. Application: We can relieve suffering for ourself and others by applying specific behaviors and cultivating dispositions

It is only natural for teachers at the start of their career to shy away from getting too close to students or getting too attached to outcomes which can result in painful experiences, especially when we work in distressed areas with chronic failure due to inequities in society. However, when we are ready to embrace our noble profession for what it really is, and for what it requires, we realize that teaching involves cultivating authentic relationships with students. This makes us open, vulnerable and deeply attached to their hopes and dreams, their pain and suffering, their sanity and insanity, their struggle and achievements.  Only in this way do teachers become master teachers, or change agents for an enlightened society.

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References:

Thich Naht Hanh, Good Citizens: Creating Enlightened Society, Parallax Press, 2012

Attachment in the Classroom by Christi Bergen and David Bergen, Educational Psychology Review, June 2009

Medicine Cards: The Discovery of Power Through the Ways of Animals, Jamie Sams and David Carson, Bear and Company, 1988

Why Do Teachers Experience Compassion Fatigue?

by Raquel Rios, posted in agency, Compassion, conscientious engagement, consciousness, Education, faith, healing, mindfulness, schools, Uncategorized

apathy-1940202_960_720Towards the end of a Tibetan Buddhism meditation lecture on compassion, a woman in the back row raised her hand and asked, what about compassion fatigue? Before the instructor could reply, the woman added, I am a teacher. I do my best. I care for my students, but it gets to the point when I can’t anymore. I feel empty and useless. I was in the front row and couldn’t see her face, but I felt the heaviness as if she were right beside me. The instructor explained that compassion fatigue is a result of being attached to outcomes. When things don’t turn out the way we expect, we feel disappointed which can lead to apathy and fatigue. She encouraged the woman to use her meditation practice to explore whether her happiness was dependent on the outcomes of her students or if she found joy in teaching them, regardless.

I left the session deep in thought. I appreciated how the instructor used the question as an opportunity to introduce the topic of detachment, the stripping away of one’s ego and the delusion of acting for the sake of self-aggrandizement, but I felt uncomfortable suggesting to a teacher that she detach herself from outcomes and focus on her happiness. So many educators, myself included, have turned to contemplative practices to find peace. Often we work in challenging environments where the best, most dedicated teachers are driven by outcomes. Outcomes tell us if we are doing our job correctly, if we are having an impact on the lives of students. When supporting teachers who are burnt out and suffering, we need to consider a different approach when they turn to mindfulness meditation training.

Teachers typically go into the teaching profession for altruistic reasons. They want to help students and make a difference in the world through the process of education. This is the seed of compassion. In reality, it is only a seed because compassion needs to be cultivated through mindfulness and pedagogical training. Oftentimes, our best intentions don’t translate into the world in the way we would like. Compassion involves listening deeply and bearing witness to suffering and also, helping to relieve that suffering. How does one listen deeply and bear witness? How does one know what is needed in any given situation?

Compassion is associated with the heart chakra. When there is an imbalance in our heart chakra, we begin to experience insensitivity and apathy for others; what would normally be heartbreaking, suddenly means nothing. The heart chakra is associated with love, relationships, and kindheartedness, but it also pertains to self-acceptance. Self-acceptance is often forgotten. It is arguably the most important aspect of how we cultivate our ability to be compassionate. Self-acceptance involves understanding who you are, knowing your strengths and your weaknesses, and recognizing your limits. Without self-acceptance, we cannot be compassionate without burning out, and losing clarity.

Let us consider an example of compassionate behavior in a school setting. A teacher walks down the hall, busy and late. She passes a student who is crying so she stops everything. She takes the time to fix the situation by getting a band-aid or walking him to the guidance office. This is a very simple scenario, but in most cases, it is unrealistic. What about the classroom full of rowdy students who would be left alone without supervision? Or the principal who would be left waiting in her office scowling? Teachers work in complex, often chaotic environments characterized by countless demands and a wide range of social, emotional, and academic needs. It can be difficult to make choices. It can be difficult to be compassionate all the time. For the newest teachers, still figuring out the curriculum, they are unaware of what may be going on below the surface. Why is Fran’s head down? Is she tired, confused, or hungry? Why did Tomás refuse to answer the question? Is he shy or does he not know the vocabulary? Why didn’t half the parents show up to the parent teacher conference? Was it timing or cultural insensitivity?

Contemplative practices, and meditation in particular, can help us develop compassion starting with self-acceptance. We learn to appreciate ourselves and our basic goodness. We gain insight into our strengths and limitations. When we meditate, we become aware that there is a consciousness separate from our thoughts, and that we have the power to look upon ourselves, and our thoughts with compassion and forgiveness. This discernment is so important when many teachers experience an internal battle with their thoughts having been socialized to believe that they can and should be able to fix countless social problems through the practice of education in spite of inadequate support, training and resources.

Compassion fatigue does not mean you are too attached to outcomes, but rather, you are not spending enough time getting to know and appreciate yourself, your humanity, your own suffering, your boundaries. It means you are trying to help others without first taking care of your own needs. Think about being on an airplane. When there is an unexpected change in air pressure, the air masks drop and in spite of the fact that the steward warns you to put the oxygen mask on yourself first, you start to help others. Within moments, it is only natural that you lose your ability to see straight, get disoriented and eventually lose consciousness entirely.

When we consider mindfulness meditation practice in the context of schooling—schools being just like airplanes with levels of air pressure that can change suddenly— we need to view it as the gateway to getting acquainted with ourselves, learning our limitations, understanding that we don’t always see things clearly, that we are human after all, with limited energy. In this way, we begin to develop wisdom that can guide our greatest intention to be compassionate in schools.

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If you are interested in continuing this conversation, please find my contact information here. I am always open to dialogue. You can also add your thoughts by leaving a comment which I will open up to readers. I am looking forward to the release of my forthcoming book, Mindful Practice for Social Justice: A Guide for Educators and Professional Learning Communities which will be available this April. In this guide, I offer numerous strategies and tools to help teachers and professional learning communities explore the notion of compassion and fatigue, and learn to recognize the personal, social and transpersonal dynamics of our work, especially as they apply to our commitment to social justice and shared responsibility.