Don’t Burn Out! Burn Brighter.

Teacher Stress Reduction Course

Design Document

Executive Summary

Educators are getting burnt out and leaving the profession at all time high levels, often due to high stress levels. This course will help teachers manage their ever-rising stress by teaching them research-based stress reduction techniques. Then, learners in this course will be testing, practicing, and logging each technique taught in their daily lives, one at a time. Some of the strategies they will learn and use will be asking for help, advocacy, physical activity, organization, time management, and the importance of hobbies. They will then reflect and decide which strategies are the most effective and manageable for them personally. Finally, learners will make a personalized plan to continue to apply the techniques in their lives after the course ends as a final project.

Type of Course

This course is going to be both informational and a step-by-step process.

The intent of the course is to educate teachers about the realities of stress and its impact on their health. It will also teach them the most effective ways to maintain healthy levels of stress. It will then take them through a step-by-step process to determine which strategies work best for them and their lifestyle. At the end of the course, they will determine which strategies they will implement into their lives and make a personalized plan to maintain low stress levels.

Target Audience & Learner Profile

The target audience is for educators of any level. They could be first time teachers trying make it through the hurdle of the first year or teachers who have just survived a pandemic and need some new, effective ways to maintain health and wellness.

The learner profile will likely be passionate, tired people who want to help others but have a basic understanding that they must also take care of themselves.

Learning Gap

Teachers are considering leaving the profession at an all-time high rate (Walker, 2022). Therefore, course success will help them improve their wellness and help their school by not losing more staff. This is an area of great need.

Teachers are busy people and need this guidance because they lack the time to do it on their own. Therefore, the course will be helpful, but because they have limited time, the course must be engaging and clearly useful from the beginning.

They probably have heard about self-care but don’t believe that bubble baths or other simple solutions are going to help their stress levels. They will be looking for something more significant.

Terminal Objective

By the end of the course, the learner will be able to ….

Apply stress reduction techniques to their everyday lives which reduces their overall stress level.

Course Learning Objectives

1. Students will demonstrate comprehension of each burnout prevention strategy.
2. Students will evaluate each strategy and share ideas about how to make it work in their lives.
3. Students will implement each strategy for a week.
4. Students will reflect upon each strategy.
5. Students will plan how to utilize the most effective strategies going forward.

Instructional Strategies

1. Students will read a summary of current research about each burnout prevention strategy then write a paragraph to summarize the strategy.
2. Students will participate in a discussion board in which they share their summary and ideas about how to make it work in their lives. They will respond to at least 2 other people on the discussion board.
3. Students will log their use of the strategy for 7 days.
4. Students will write a journal reflection about the effectiveness of the strategy and ease of implementation. Additionally, they will reflect on whether they would like to continue using the strategy, or not.
5. Students will create a documented plan in which they include at least 3 strategies they will use going forward. They will include information about how the strategies will fit into their lives as well as how they will hold themselves accountable to their plan.

Assessment Strategies

1. I will create a pass/fail formative assessment discussion board rubric or checklist. Students will be expected to write at least 200 words summarizing and sharing ideas about implementing each strategy that is presented and they will respond to at least 2 other people with 100 words.

2. A completed log with at least 5 entries during a 7-day period will demonstrate their attempt at the stress reduction strategy.

3. Students will complete short answer reflections about the strategy after trying it for a week. This will also be a pass/fail checklist.

4. There will be a rubric for grading the final project which involves creating a plan for going forward.

Students will pick at least 3 strategies and describe how and why they were effective in the trials.
Students will specifically state how they will utilize the strategies going forward.
Students will list how they will reward themselves for sticking to their plan.
Students will identify 3 possible barriers and solutions to the barriers.

Content Sources and Resource Materials

Austin, V., Shah, S., & Muncer, S. (2006). Teacher stress and coping strategies used to reduce stress. Occupational Therapy International, 12(2), 63-80. doi.org/10.1002/oti.16

This article specifically discusses research demonstrating effective coping strategies such as hobbies and physical activity for teachers.

Chan, D. W. (2009). Gratitude, gratitude intervention and subjective well-being among Chinese school teachers in Hong Kong. International Journal of Experimental Educational Psychology, 20(2), 139-152. doi.org/10.1080/01443410903493934

This article discusses a study about practicing gratitude every day and the resulting increases in happiness as well as decreases in emotional exhaustion and other aspects of burnout.

Hepburn, S. J., & McMahon, M. (2017). Pranayama meditation (yoga breathing) for stress relief: Is it beneficial for teachers? Australian Journal of Teacher Education, 42(9), 142–159.

This article discusses a study about meditation and breathing techniques and how they benefit teachers.

Mercer, A., Warson, E., Zhao, J. (2010). Visual journaling: An intervention to influence stress, anxiety, and affect levels in medical students. The Arts in Psychotheraypy, 37(2), 143-148. doi.org/10.1016/j.aip.2009.12.003

This article discusses a study about the impact journaling can have on stress levels, particularly a visual journaling technique.

Pyhalto, K.. Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2021). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 36, 219-242.

This article describes research showing proactive strategies teachers can use and their relationship to levels of burnout and well-being.

Thoits, P. A. (2010). Stress and health: Major findings and policy implications. Journal of Health and Social Behavior, 51, 41-53. doi.org/10.1177/0022146510383499

This article is all about the science of stress and the impact it has on people.

Ullrich, P. M., & Lutgendorf, S. J. (2002). Journaling about stressful events: Effects of cognitive processing and emotional expression. Annals of Behavioral Medicine 24, 244–250. https://doi.org/10.1207/S15324796ABM2403_10

This article discusses why and how journaling can make a positive impact on stress levels. It details the processing of emotions and cognitions via journaling.

Course Sequencing

Module 1, 1 week: Impacts of Stress on Wellbeing

Read about the detrimental impact of stress on physical and mental health (Thoits, 2010).
Journal Reflection Assignment: What are your biggest stressors currently?
Optional Discussion Board: Introductions and sharing some of your stressors, finding commonalities with peers

Module 2, 2 Weeks: Finding Support at Work

Read about how asking for help and gaining support from administrators and co-workers can make a huge and positive difference in work stress levels and work satisfaction (Austin et al., 2006).

Discussion Board: Share ideas about how you get support at school from colleagues and administrators. Discuss ideas about how you can ask for more support, if you need it.

Try out the strategy. Complete a log tracking the ways you asked for help or were supported by people at work.
Journal Reflection: How did you find support at work this week? Rate and reflect how impactful this strategy was for you.

Module 3, 1 week: Change at a higher level

Read about how some of the biggest stressors for some educators originate from a policy level (Pyhalto et al, 2021).
Discussion board: Share some policies that are upsetting to you and cause you stress. Reflect upon who has influence over these policies.

Try the strategy: Write a letter to a congressman, union leader, or other influential person in which you share your experiences and opinions. Sending it is optional, but worth considering.
Journal Reflection: How did it feel to share your opinion and attempt to make a difference? Rate and reflect upon how impactful this strategy was for you.

Module 4, 2 weeks: Journaling and Gratitude

Read about how writing in a journal can be an effective way to process emotions and thoughts and have a positive impact on stress levels (Ullrich & Lutgendorf, 2002).

Read about how gratitude relates to happiness and prevents emotional exhaustion (Chan, 2009).
Discussion Board: Share creative ways to practice gratitude.
Try the strategy. Complete a log each day you write, journal and/or practice gratitude.
Journal Reflection: How did it feel to get your thoughts and feelings down on paper? Rate and reflect upon how impactful this strategy was for you.

Module 5, 2 Weeks: Physical Health

Read about the positive impact physical activity can have on stress and why it is an effective stress management tool (Austin et al., 2006).
Read about the positive impact meditation can have on stress, as well (Hepburn & McMahon, 2017).
Discussion Board: Share your favorite ways to be physically active.
Discussion Board: Share your favorite and creative ways to practice mindfulness and meditation.
Try the strategy. Complete a log each day you are physically active and/or practice meditation.

Journal Reflection: How did it feel to move your body and meditate? Rate and reflect upon how impactful this strategy was for you.

Module 6, 2 weeks: Proactive Teaching Practices

Read about how proactive teaching practices such as organization, preparation, time management, and prioritization can make a big difference on teacher stress levels (Pyhalto et al., 2021).
Discussion Board: Share your organizational and scheduling tips. Brainstorm new ways to prioritize and prepare.

Try the strategy. Complete a log each day you practice at least 1 proactive teaching strategy.
Journal Reflection: How did it feel to utilize proactive practices? Rate and reflect upon how impactful this strategy was for you.

Module 7, 2 Weeks: Hobbies

Read about how personal hobbies can be an effective way to manage professional stress (Austin et al., 2006).

Discussion Board: Share your favorite hobbies. Brainstorm new hobbies you would consider giving a try.
Pick an existing hobby or a new one and try the strategy. Complete a log each day you spend 15 minutes or more engaged in a hobby.
Journal Reflection: How did it feel to take time to engage with a hobby? Rate and reflect upon how impactful this strategy was for you.

Module 8, 2 weeks: Final Project: Create a plan for yourself!

Create a plan which you will use going forward after the end of the course to help prevent yourself from burnout and to help you manage your stress levels.

Students will pick at least 3 strategies to continue practicing and describe how and why these strategies were effective in the trials.
Students will specifically state how they will utilize the strategies going forward.
Students will list how they will reward themselves for sticking to their plan.
Students will identify 3 possible barriers and solutions to the barriers.

Learning Model

I will be using the ADDIE model to develop this course. The ADDIE model really digs deep into the planning and is quite comprehensive. It considers the learner and their needs as well as incorporates collaboration between many people which means many perspectives are incorporated and errors are rarely missed (Quigley, 2019). Further, the ADDIE model ensures learner needs are being met, effective teaching strategies are being used, and includes feedback and evaluation happens to improve the quality of the course (Obsidian Learning, n.d.). However, I will also utilize some aspects of rapid eLearning. Some of the aspects of rapid eLearning that I find valuable for this course are the use of templates and a smaller team (Prasad, 2021).

Learn more about the ADDIE model here.

Learning Theory

This course uses constructivism as the primary learning theory. When using constructivism the learner is put in a situation in which they are able to construct knowledge or understanding as they solve a problem (Tchoshanov, 2013). Further, people are active learners who develop an understandings for themselves (Schunk, 2016). In this course, students apply each concept taught into their own lives and reflect upon it’s effectiveness for them as individuals. Furthermore, social constructivism involves the idea that social interactions play a critical role in developing that knowledge (Graduate Student Instructor Teaching & Resource Center, n.d.). That aspect of constructivism will be utilized through discussion boards.

Additionally, principles from the andragogy theory will be applied to this course. For example, one assumption in andragogy is that adults are self-directed, in that they are responsible for their own decisions and thinking (Finlay, n.d.). Smith (2012) describes how that adults can self-direct their own learning. This essentially means that learners can make decisions about what they’re learning and how. If adults are proactive learners who take initiative, they are likely to learn more, have better motivation, and retain the learning better than reactive learners. Students in this course get to decide how they apply each concept taught individually. They are treated as professionals and adults in this course. Also, andragogy stipulates that the learning an adult is doing needs to be something they find useful to their life or career (Pappas, 2013). It needs to be a relevant need they have and be provided at a time when it is useful to help solve a problem (Finlay, n.d.). That is certainly true for the audience this course addresses.

Course Standards

Communication Policy

Give my email address and state that students can have an expectation to receive a reply within 2 business days.
May also set up office hours for chat options

Timeliness policy

Late work will be accepted for up to 3 days past the due date. It can’t be any longer than that because we are moving on to a new concept and the student should be trying that.
I would also include a course calendar so due dates are easy to find.

How to Be Successful Checklist

List ideas about practices in order to succeed in this course such as: Create a schedule and put it in your calendar with reminders for trying the strategies. Create a designated time each day to complete your log.

The Full Design Document

To see the full design document download or view it below.

PDF of my Instructional Design Document here

References

Austin, V., Shah, S., & Muncer, S. (2006). Teacher stress and coping strategies used to reduce stress. Occupational Therapy International, 12(2), 63-80. doi.org/10.1002/oti.16

Finlay, J. (n.d.). Andragogy (adult learning) [Video]. Youtube. https://www.youtube.com/watch?v=vLoPiHUZbEw

Graduate Student Instructor Teaching & Resource Center. (n.d.). Social Constructivism. Berkeley Graduate Division. https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/

Hepburn, S. J., & McMahon, M. (2017). Pranayama meditation (yoga breathing) for stress relief: Is it beneficial for teachers? Australian Journal of Teacher Education, 42(9), 142–159.

Obsidian Learning (n.d.) ADDIE model [Infographic]. Obsidian Learning. https://obsidianlearning.com/assets/download/obsidian-addie-model-infographic.pdf

Pappas, C. (2013). The adult learning theory - andragogy - of Malcolm Knowles. Elearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Prasad, R. K. (2021). A training manager’s guide to what rapid eLearning is and what it’s not. eLearning Industry. https://elearningindustry.com/training-managers-guide-to-what-rapid-learning-is-and-not

Pyhalto, K.. Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2021). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 36, 219-242.

Quigley, E. (2019). ADDIE: 5 steps to effective training. LearnUpon Blog. https://www.learnupon.com/blog/addie-5-steps/

Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Boston: Pearson.

Smith, M. K. (2012). Malcolm Knowles, informal adult education, self-direction and andragogy. Infed.org. https://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction-and-andragogy/

Tchoshanov, M. (2013). Engineering of learning: Conceptualizing e-didactics. Moscow: UNESCO Institute for Information Technologies in Education.

Thoits, P. A. (2010). Stress and health: Major findings and policy implications. Journal of Health and Social Behavior, 51, 41-53. doi.org/10.1177/0022146510383499

Walker, T. (2022). Survey: Alarming number of educators may soon leave the profession. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/survey-alarming-number-educators-may-soon-leave-profession

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