You knew it was coming. You read some blah, blah, blah I wrote about working 20-30 hours a week, and you rolled your eyes and thought to yourself, “Yeah, that’ll last.”
You think you know me?
Ok, fine. I’m pretty predictable.
I was a few months into my current position when my supervisor asked me if I would be interested in doing a little more training to become a mentor to other instructors — newly hired clinicians who, by design, receive scheduled coaching. Well, yeah. I’d like to do that. I mean, 1) I’ll take any training you will give me. I love to learn; 2) I love observing other professionals. It sharpens me as much as it sharpens them. So, bam, I became a mentor.
I was getting used to that position when I was approached again: would I be interested in being an instructional pacer. I’d have to get a bit more training regarding standardized tests and analyzing student scores. I’d also have to see how our instructional practices target the specific learning needs of each of our students. In other words, I’d have to understand the why and how of instruction. Was I in? Definitely.
I was willing to step into these positions knowing that I would be called upon to work more than the hours I initially agreed to because although I’ve struggled with my health for six years now, I have been feeling fine since I started this job. Maybe it’s the fact that I had a series of steroid injections in my S/I joint in January (about the time I hired in), and my pain has been greatly decreased. Maybe it’s the consistency of the schedule — my work day never falls outside of standard 8-5 hours. Maybe it’s the positivity of the work environment — we clap, hooray, and celebrate all day long. Maybe it’s a combination of all these factors that have made this position a good fit for this time.
Whatever it is, I have decided that I’m willing to try full-time employment for the summer. I’ll give it a shot and see how it works. If you’ve read my blog for any amount of time, you realize that I’m willing to experiment a little — I’ve followed an ultra simple diet, I’ve tried multiple medications, and I’ve worked a variety of jobs. Each of these experiments has taught me something about myself and the ways that my body and mind function best. I’ve learned that my body prefers tea over coffee, that my skin breaks out almost immediately if I eat corn (even my much-loved popcorn!), that pharmaceuticals aren’t the best option for my super sensitive body chemistry, and that I work best in positions that provide boundaries that I wouldn’t normally observe on my own.
Let me tell you a little more about that. Instruction at Lindamood-Bell is broken into hourly segments. Most of our students come in for four hours a day. Each hour they receive 55 minutes of instruction followed by a five-minute break. The instruction — 55 minutes of highly focused cognitive work — is tiring. Our students work hard, and so do our clinicians! Because of this, everyone stops once an hour to take a break, get a snack, go for a walk, use the bathroom, play a game, juggle, laugh, or otherwise rest from the intense work of instruction. Likewise, once in the morning and once in the afternoon, everyone stops for a fifteen-minute break. Often during these longer breaks, we celebrate student accomplishments, have a group treat like ice cream, or engage in group play like the center-wide nerf gun war we had recently. Everyone works hard; everyone takes breaks. It is required.
This is not a rhythm I fall into on my own, but I’m learning from it.
This very healthy rhythm of work and rest is further emphasized by the expectation that employees are only to work while on the clock. For the first time in decades, I punch a clock before I meet with a student, answer a question, or even reply to an email! Last weekend, while on a short vacation with my husband, I logged into my work email and quickly replied to a question. Not long after that, my supervisor emailed me and said, “Thank you for the response, now STOP CHECKING YOUR WORK EMAIL WHILE YOU ARE ON VACATION!” I chuckled to myself, logged out, and walked down to the beach. This position requires that I work while I’m at work and rest when I’m not. That’s a good rhythm for me, too.
The boundaries of my work environment make it a healthy place for me to work, and so does the climate. Because most of our students have experienced multiple educational roadblocks and frustrations, it is critical that we provide a positive climate. All day long we praise, give rewards, and slap high fives. Each time a student responds to a question, he receives a “good job” or a “great try”. If she masters something that has been tricky, bells ring and the whole center applauds. Instructors get celebrated, too! If one staff member sees another staff member do something great, he writes it down, points it out, and gives recognition. All day long, we work hard to create a culture that celebrates individual effort and achievement. We smile, we laugh, and we cheer.
This, too, is not natural for me. I tend to analyze, criticize, and strategize. These skills have been necessary and useful in a variety of positions I’ve held, but they don’t necessarily build a positive culture. Rather, in isolation, they support a climate of striving and perfectionism. Anyone who’s lived in such a culture knows how stressful that can be. What I’ve learned though, is that I can quickly adapt to a culture of positivity, support, and celebration. In fact, just like many students who have struggled in other learning environments, I thrive here. I am even finding that my skills of analysis, critical thinking, and strategizing are welcome, as long as they are tempered by compassion. And, I’m remembering that compassion comes naturally to me, too.
Yes; this position seems to be a good fit for me, but will I be able to sustain these good feelings while working 8 to 5, Monday through Friday? I’m not sure, but I hope so. It seems that I’m learning at least as much as my students are.
Let the favor of the Lord our God be upon us,
and establish the work of our hands