Tag Archives: Time

Work-Life Balance

One of the reasons I left Asia for Europe was for a better work-life balance, but I admit to uncertainty over what that actually meant. I knew I was looking for something, but I couldn’t articulate precisely what it was. Nevertheless, stating this as a reason for moving in job interviews always led to vigorous nods. Clearly, the work-life balance in Europe was better – but what would that actually look like?

I have often found it hard to judge the amount of “work” I do in the different contexts in which I have taught, not only in terms of the country or age group of students, but also in terms of my career experience. I remember individual lessons taking hours to plan when I was a new teacher, a time commitment that decreased sharply with each lesson under my belt, but twelve years in, I still consistently find that marking a single essay takes about fifteen minutes. As it has been throughout my career, sometimes it is necessary to work late or at home, and sometimes this is a choice. I am juggling arguably more hats now than ever before, but also finding myself less bogged down by minutiae. And after a dozen years in this profession, I continue getting to school early enough to have 40 minutes of prep time before the students arrive – time to drink my coffee, read over my notes, clear my head, and time just in case.

So while I cannot say that my work habits have changed in this search for a better work-life balance, I have sensed a difference in how time is treated. Working in Singapore, the (un)spoken expectation was that people were busy all the time, including on the weekends. In Germany, despite how busy one might be during the week, weekends are a different time and they are meant to be enjoyed. This is not only clear from conversations with colleagues, but also through interactions with students. Rather than asking me if I’ll be available via email over school holidays, my current students ask if they can email me as questions arise and hurry to clarify that they are not expecting answers. I was profoundly touched the first time a student said, “It’s your holiday, too.”

Recently I’ve been talking with a friend about how people in German and American cultures spend leisure time. My American friends often refer to “being productive” or “adulting” (a term I loathe) and my German friends tend to speak in snapshots of specific moments rather than painting a general picture. Unlike when I lived in New York and felt under constant (and unaffordable) pressure to always do something, preferably something new, living in Germany has taught me that all days have something to enjoy, whether they are work days or weekend days. After all, the park is always pretty, even when cycling to work in the rain.

Something I’ve really noticed, however, might have more to do with living in a small town than living in Europe, though I’ve not lived in small towns elsewhere and this is my first time living in Europe. My work-life balance is doubtless better because it only takes me seven minutes to get to work by bike. A trip to the grocery store after school puts me in reach of all other stores I might want to visit, and I’m only five minutes from home. The minimization of commuting time is doubtless significant and provides much more flexibility during the day than I have previously experienced. I do miss certain aspects of life in a big city, but not enough to want to move back to one.

Before moving to Germany, I had a highly romanticized vision of living in Europe in mind: Sitting in the town square and drinking coffee, strolling along cobblestone streets, travelling by train and staring out the window at a green, rolling landscape. After over a year and a half here, I’ve learned that the picture wasn’t too far from accurate: We have cobblestone streets and four town squares, and I have spent time in all of them, sometimes with a coffee; travelling by train is indeed an opportunity to experience a lovely landscape, but also an exercise in patience with delays and missed connections; our park has featured much more in my life that I would have thought before moving here, and just as much as I knew it would upon seeing it for the first time.

While there are certain measurable differences in my daily life now compared to living in Asia, I think there is mostly a different feeling. The expectation of society is not that one works all the time, and the amount of work one does is not a measure of worth, whether self-imposed or through public pressure. This change in attitude has given me space to breathe, to rest, to relax. This is deemed normal, expected, and an important aspect of one’s life rather than a luxury or “waste of time”. There’s balance rather than constant motion, moderation rather than extremity. And perhaps this is what my interviewers with their vigorous nods knew about living in Europe – that I would not find just a work-life balance, but rather a different way of looking at life itself.

Schwarzwald (Black Forest) – February 2023

What Students Want

Recently I wrote a piece about asking students for feedback, which I have since discussed with several friends who are also educators. Subsequently, I had a conversation with a teacher assistant who is working towards teacher certification. She had a few questions that made me smile because they were questions that I first had in her shoes many years ago, questions that I grapple with often. In light of this, I thought it would be helpful to outline a few themes that came through in the DP Psychology course evaluations from my grade 12 students. As their words suggest, students appreciate the following:

Opportunities to learn from each other

I believe that the world needs good people, and I believe that good people work together. They support one another, they work towards shared goals, and they do what is right for the benefit of the group. Schools are phenomenal places of socialization and I’ve learned that these are the lessons that carry outside of the classroom and into the real world. Therefore, one strategy I often use in class is “jigsaw” learning. Divide a task into pieces, share the pieces among the group, conclude the task in a way that requires all pieces to come together. For example, if an essay question contains three parts and then requires an overall evaluation, all three parts must be complete before the group can work together on the evaluation.

But what if he doesn’t do his part, or she completes hers to a much higher degree than they do?

Certainly, this happens. But this is where the framing comes in. When this is framed as an opportunity for students to learn from each other rather than just to complete a task, interaction is more positive. When jigsaw activities provide a means of sharing a range of examples and information in circumstances where there is choice in what students ultimately decide to study, sharing knowledge means that a student might find what a peer has to say more interesting than what they themselves had prepared. In this case, the student has some background knowledge when it comes to making the choice to study a different example than the one they were originally assigned. A student’s overall success does not depend on peers, but working as a group gives everyone a clearer point from which to start.

Real deadlines

I am a stickler for deadlines and have always been. Normal classroom interactions, regardless of grade level, are as follows:

  • “I didn’t finish this.” –> “Submit what you have now.”
  • “Can I have more time?” –> “Submit what you have now and if you’d like to make changes, you have until X time. At that point, I’ll mark whatever is submitted.”
  • “I’m not ready for this test.” –> “Give it a try and if it’s a disaster, we’ll talk about it.”
  • “Do we have to turn this in today?” –> “Yes.”

(Full disclosure: There are exceptions, but they are rare.)

When students ask, as they always do, why deadlines matter, the answer is straightforward:

Deadlines matter because everything operates within the context of a bigger picture. If the problem is procrastination (this is very often the case, and the issue of distraction due to technology grows more alarming with every passing year) postponing a deadline will not solve the problem. Instead, it will exacerbate the problem by creating a domino effect with other deadlines.

Deadlines matter because they allow teachers to catch significant errors when there is still a chance to fix them.

Deadlines matter because unlike the students I work with, who are going through the IB Diploma Programme for the first time, I actually do know how the two-year program works, where the areas of difficulty are likely to be, what to watch out for, and the fluctuations in work ethic that occur throughout. It is not my first time guiding students through this program and that expertise counts.

The easiest example of maintaining real deadlines is with the submission of my students’ replication of a psychology experiment, an internal coursework component that makes up 20-25% of their final official psychology grade. Many students complain about the deadline and protest that we are months ahead of the IB required submission date. Yes we are, I tell them, and you will have plenty to do between now and then. Invariably, every single year, we laugh at this before students go off on study leave. They are always glad that this task was one more thing off the to-do list that never ends.

Organization

A number of years ago, when I moved into a school system that was fully integrated with technology, I started keeping daily plans for my students on blogs and websites with links to all of the resources we would need for that day. This evolved to include search functions, folders of resources, calendars, key words tags, and useful external links. Parents love it because class becomes transparent, and students love it because they know exactly what to do when they’re out and they know where to find everything we’ve ever done in class. When revising for an exam that covers two years of coursework, knowing where to find materials is especially useful. If I am organized, it takes that cognitive load away from my students and allows them to focus on the aspects of learning that require their individualized attention.

My students also wrote about how helpful it was to learn how exam questions are constructed, to begin every unit with a revision document that we filled out in sections throughout the unit, and to follow the same patterns and procedures over and over again. By the end of the course, our psychology key ideas organisers should contain absolutely everything students need to study. And I have heard from students over and over that while there is a lot in these documents, they work.

Thoughtful use of time

I think that one of the reasons students complain about school is similar to one of the reasons adults complain about meetings – they feel that their time is being wasted. I am all for teachers developing a rapport with students. This is critical to creating environments conducive to learning and and to getting to know one another as people, which is essential for working together. However, there is a time and a place. There is a time to laugh and joke, a time to tell a quick story, and a time to spend a few extra minutes on one topic over another.

On the other hand, classroom time is limited and there is a lot that is important to do during that time. It’s easy to lose sight of the big picture and get caught up in tangentially related ideas, or to spend too much time sharing an interesting story and not enough time following the plan for the day.

We all know that it can be fun to get distracted in class, for teachers as well as students, and I have learned that students appreciate when teachers have an eye on this. There is always a lot to do and it is the responsibility of the teacher to make sure that it gets done and to make sure that limited time is used well.

A general sense of security

Overall, I think this comes down to the message that students appreciate actions demonstrating that teachers know what they’re doing and are working to help students achieve their goals. They want to know that teachers make decisions based on what works for students, that teachers are consistent, and that their time in school is valuable. They want to be treated with dignity and respect – and don’t we all?


Shortly after I wrote the first outline for this blog post at the beginning of April, this article came out. It says in better words, backed up with research rather than anecdotes, what I am trying to say here. “Calm, clear, and kind” are the themes that come through. And again, isn’t that what we all want in our interactions?

“Education should not be intended to make people comfortable, it is meant to make them think.” – Hanna Holborn Gray

Time

I know little about Einstein and relativity and understand even less.

I know that time is relative in the colloquial sense for it seems to speed up or slow down based on how busy, anxious, excited we are.

Time is cooperative based on our expectations and experiences, which has nothing to do with time itself.

Time has gone faster since I’ve gotten older because there’s more to look back upon, as well as greater consideration of what is to come.

Time is a construct of minutes, hours, days, calendar pages. Time is sunrise and sunset, too early or too late or not long enough.

Right now, time is waiting. And time will continue when the waiting ends. Time is an indicator of the present rather than a means to mark the past or future.

I know I set my watch back six hours when I landed here and in just under a week I’ll set it forward again. Time will not have changed.

It is I, instead, who have changed.

Lake Bled, Slovenia – January 2020