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Anecdotal evidence suggests that educators tend to expend themselves for their students with little thought for themselves, often leading to excessive stress, work-related illness, burnout, and attrition. The following discussion adapted from Self-Care for Teachers (Allen, 2013) reviews the international research on this topic and proposes an alternative approach. The research not only confirms this persistent pattern of excessive stress, overwork, and illness but also confirms educators’ typical inattention to their own needs. Conventional approaches to the problem of excessive stress, overwork and its attendant maladies focus on the external: management strategies such as induction and mentoring programs, salary incentives, or more recently, teacher help lines and wellness programs. The author advocates a more balanced approach, looking inward as well as outward for solutions to this perplexing problem. Although balance is often conceived as a static ideal of symmetry and proportion, it may be best understood–especially in an educational context– as the practical dynamic process of “moving artfully between extremes”, a definition which might equally apply to classroom management, curriculum design, assessment strategies, professional development, prevalent attitudes, and work-life rhythm. Resumen La evidencia anecdotica sugiere que los educadores tienden a dedicarse por completo a sus estudiantes y no tanto a si mismos, lo que a menudo conduce a un estres excesivo, a enfermedades relacionadas con el ambito laboral, el agotamiento y el desgaste. El siguiente analisis del libro Self-Care for Teachers (Allen, 2013) revisa la investigacion internacional sobre el tema y propone un enfoque alternativo. La investigacion no solo confirma este patron persistente de exceso de estres, trabajo y enfermedad, sino que tambien corrobora la tipica falta de atencion de los educadores a sus propias necesidades. Los enfoques convencionales para solucionar el problema del exceso de estres, de trabajo y las enfermedades concomitantes se centran en factores externos: estrategias de gestion tales como programas de orientacion y asesoramiento, incentivos salariales o, mas recientemente, lineas de ayuda y programas de bienestar para los maestros. El autor aboga por un enfoque mas equilibrado, buscando soluciones para este desconcertante problema tanto interna como externamente. Aunque el equilibrio a menudo se concibe como un ideal estatico de simetria y proporcion, puede ser mejor entendido –especialmente en un contexto educativo– como el proceso dinamico y practico de “moverse ingeniosamente entre los extremos”, una definicion que podria aplicarse igualmente al manejo del aula, al diseno curricular, a las estrategias de evaluacion, al desarrollo profesional, a las actitudes prevalentes y al ritmo personal y laboral.

Self-care, balance and the IB learner profile