I am in complete agreement with these video thus far. As nurses we trend to to not sleep, eat finger food, and decrease our exercise at time. We care more for our patient than ourself and we begin to stop coping at times.  I have never just sat down a wrote a thank you letter to anyone just because., I always had a reason. When nurses work 3 and 4 12 hours shifts a week, not only are we exhausted , by the 3 and 4 day we have little or no sleep. 

Resilience Through Mindful Reframing

One of the most valuable lessons I have learned is that burnout is not simply the result of stress, but rather a manifestation of our perception of it. Stressors may stem from both our professional and personal lives, but we always have the power to reframe our thoughts, consciously recover energy, and renew our commitment to our mental, physical, and emotional well-being.

By approaching challenges with this mindset, we cultivate greater resilience and mindfulness. Instead of allowing stress to drain us, we can shift our perspective and create space for growth and restoration. As part of… >>>

Mindfulness and Stress Management in Education

Before this module, I didn't have a concrete definition of mindfulness—it was simply a term that meant slowing down. Now, I understand that mindfulness is a necessary mindset for effectively coping with stress. It’s not just about pacing ourselves but about being consciously present in each moment.

Moving forward, I plan to shift my approach at work from being purely task-oriented to embracing mindfulness in my daily interactions. By adopting a “single-tasker” mindset, I hope to improve my focus and reduce unnecessary stress. Additionally, I aim to reframe my physical and emotional responses to… >>>

Expanding My Understanding of Coping and Resilience

This module has deepened my awareness of what effective coping looks like and the various forms it can take. Before, I hadn’t fully considered how psychological coping techniques might not always be effective for emotional triggers due to their nuanced differences. This realization has helped me better distinguish between strategies suited for different types of stress.

One of the most surprising takeaways was recognizing that I prioritize my students’ stress management more than my own. While I consistently provide them with tools and support, I haven’t always extended the same level of care… >>>

Understanding and Managing Stress in Education

This module has broadened my awareness of stress, revealing its complexity and the various forms it can take. Before, I primarily viewed stress as harmful, but I now recognize that certain types can actually be beneficial, fostering resilience and motivation. Additionally, I was surprised to learn how widespread stress is, particularly in educational environments, and how it deeply affects physical, cognitive, and emotional well-being over time.

The insight into the long-term consequences of unrelieved stress—especially its impact on workplace morale—was particularly eye-opening. As educators, we navigate high-pressure situations daily, and understanding how chronic stress… >>>

I really enjoy the idea of assigning the role of "observer" to "center-stage" students, who will take notes, summarize and share with class ONLY after called upon by instructor.

Maria

This course has taught me the importance of setting course expectations by reviewing the syllabus on the first day. Also, alleviating anxieties that students might have by allowing them to ask questions and clarifying what the course objectives are. In addition, by being aware of the three areas of learning and behavior that students need will help them to achieve success in the class and their careers. 

Perfection is the enemy of good.  When I first got into teaching, an instructor I admired told me "If you're going to teach for thirty years, then teach for thirty years.  Don't teach one year thirty times."  I am always adjusting my teaching based on new things that I've learned, new approaches that students have shared and the needs of the particular group that I have.  What worked great the last three classes may fall flat the fourth time.  

I am no stranger to making a math error on the board during a class.  If I catch it first, then… >>>

I have an extensive background in teaching inner city middle school so I had to hone my Managing Student Behavior skills very quickly.  I became very good at being approachable and friendly but still maintaining authority as the teacher/instructor in the room.  I worked very hard to make sure that students enjoyed my company and genuinely respected me without giving up command for friendship.  Even now that I'm teaching adults, I use the same tactics.  I listen.  I offer to help when I can.  I keep in mind that a student being angry, disruptive or disengaged might not have anything… >>>

In my experience, I've found that I can harness the "exuberance" of students who crave the spotlight.  I can often come up with a job for that student under the guise of "assisting" me.  In math classes, I'll often make students who like to speak up and interject into my fact-checker.  With a calculator, they'll check my mental math as I work out examples on the board.  When other students offer answers, I'll have my assistant "verify" the answer before I write it.  When a student asks me a higher order question, I'll have students give their theories or opinions… >>>