Share A Few Burnout Tips! by Katie Datko https://padlet.com/katie_datko/zrtj54njtxz05v1h Post a Summary and A Response en-us 2021-02-21 23:02:17 UTC 2026-01-25 06:14:28 UTC hello@padlet.com https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1229772896 In "Four Tips to Help Distance Educators Manage Time Spent Online" Lorenzetti (2008) asks us to not feel guilty about setting boundaries for our online lives and managing our time. I struggle with this as well. If students don't get feedback in a timely manner, my comments are bound to be ignored or worse -- too late to impact the next draft. Lorenzetti is right to contend that there is only so much we can do, that we shouldn't feel guilty about setting definitive working hours to avoid burnout (and communicating that schedule to our students so they can know what to expect). Honestly, this advice makes perfect sense. Set a schedule, communicate that schedule, and abandon the guilt of not being ready at 2 a.m. for questions or concerns. As I read her lucid (and nearly obvious) suggestions, I'm struck with the realization that I often work outside my "scheduled" hours so I can sleep knowing that's one less need to address in the impending avalanche of work the next morning, when a slew of other urgent responsibilities will be competing for my attention.  Too many times, I've stared at this screen, wondering -- out loud -- how I will grade what's before me meaningfully. I'm not complaining about work and I love my job, but how do you keep reasonable hours for an unreasonable workload? I know I have to reexamine how I comment on student work, but to be honest, I've reexamined the hell out of it already. (Shant)]]> 2021-02-23 05:22:16 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1229772896 https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1238825831 Amy Oliver                                                   In "Offering Care and Compassion in Online Courses," Brager-Fraley gives some excellent advice about caring for our students during the pandemic. She encourages us to be vulnerable by sharing our own experiences to make us more accessible and approachable. Another idea is to invite sharing by starting class meetings a little early (she suggests 15 minutes) and invite students to just visit during that time. The last suggestion that really stuck with me was to provide warmth. This can be for the whole class in your approach to teaching as well as for individual student feedback. My question is whether we can keep all these ideas in our minds and hearts for when the pandemic has past? We never know when a life changing event is happening in one our student's lives. I think these ideas should be for all our classes going forward, regardless of a pandemic. https://www.facultyfocus.com/articles/online-education/online-assessment-grading-and-feedback/offering-compassion-and-care-in-online-courses/ https://www.facultyfocus.com/articles/online-education/online-assessment-grading-and-feedback/offering-compassion-and-care-in-online-courses/]]> 2021-02-24 23:04:35 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1238825831 https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1238839898 Hi Shant, I read the same article and I agree that the advice for limiting your hours and letting the students know those limitations is very good. I do this in my online as well as face-to-face classes and it works really well. As for how to manage the time spent grading... that's the million dollar question! When I reformatted my Photoshop to teach in the summer session, I actually dropped a few of the discussion assignments. It helped both on my end with grading and probably helped the students feel less overwhelmed as well. Something I've examined through the years is how to make sure the assignments match the goals of the course, but are also efficient. Figuring this out not only helps you, but the students as well. When you have fewer assignments, you can spend more time giving meaningful feedback which keeps the students engaged and is much more helpful. For my class it has mean lots of small low stakes assignments that are quick and easy to grade (they are now credit/no credit), and fewer in-depth assignments the require more careful, personal, and time consuming grading. I hope that helps, Amy]]> 2021-02-24 23:11:42 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1238839898 https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1239444668 My problem is that I put off grading too long. That does cause problems since students cannot correct their future assignments without knowing what they did wrong in the past.]]> 2021-02-25 05:00:38 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1239444668 https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1243910610 ARPI A> "A Virtual Conference with Songs, Dragons, and Two Minute Breaks" I enjoyed reading this article and learned that:
1- Starting any given class or event(either face-to-face or online)can set the mood for your students/audience. 
2- We cannot assume college literacy from our students. By providing them with the proper resources, we can create the opportunity for our students to become college literate. 
3- Liz Norell says, "Teachers see something in students that students often don’t see in themselves."

Thought Question: How can we (educators) be more effective for our own learners? How can we draw out the best version of our students? 
 ]]> 2021-02-26 02:16:48 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1243910610 https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1243938447 Amy, I use the introducing/sharing assignment as one of my check-in assignments for my fully online class. I share a self recording about my life journey, and the obstacles I have overcome to get to this point in my life. In return, students should introduce themselves by posting a 1 to 3 minutes recording. My vulnerability opens the door for most of my students to relate and connect from the get go! :) ]]> 2021-02-26 02:34:32 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1243938447 In the "Faculty Learning communities" article the writer draws attention to the significance of learning within faculty groups to reduce burn out, and in the same time point to the possibility of turning this opportunity to extra burden. https://www.facultyfocus.com/articles/academic-leadership/faculty-learning-communities-five-skills-every-facilitator-should-capture/ Takeaways: Faculty Learning Communities (FLCs) are important spaces for faculty to:1. To commit to shared learning that leads to improve pedagogy, hunt for intellectual stimulation, and reduce burnouts. 2. To meet other colleagues from different backgrounds and share different views about the topic. 3. The role of the FLC facilitator is very important, to facilitate these FLCs. The facilitator must have five skills to commit to critical pedagogy:1- Create a safe space for everyone 2-Listen carefully to promote dialog and build trust 3- Challenge basis right way (challenge biased educational beliefs), 4- Stay on topic and draw connections between what participants share and the topic presented, 5-Reflect on Existing practices. Thought question: As faculty member, do you feel comfortable and safe joining a Faculty Learning Community, would you feel it as a challenging environment? Do you think biases would be an an obstacle for your participation in the group learning opportunity? https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1247540130 2021-02-27 02:07:36 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1247540130 fun times! https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1247541743 2021-02-27 02:09:10 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1247541743 Jason Marshall https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1247775163 Being a relatively new faculty member, I’m open to advice. Actually, I’d like to think that I’ll be open to advice even as an “old” faculty member—which, having just realized that I’m closer to a decade of teaching than just getting started, perhaps I already am! Regardless, I still feel like a new faculty member and therefore chose to read the article “Advice for New Faculty”. This article gives “six lessons from the front lines” which are not earth-shattering but nonetheless are all great and important reminders. Here are my top three picks: 

(1) “Colleagues are your absolute best resource.” ← True story. When I was just getting started (which apparently was longer ago that I realize), my colleagues were instrumental to me not giving up after a week…or even before I began. They shared their materials and advice and helped me get started. It’s easy to forget this after having found my own groove, but it’s always good to be reminded to ask for help when you need it. And to give help when needed by others.

(2) “Professional development is a powerhouse of enlightenment.” ← Also true. Case in point, I’m tech savvy and capable of solving most technology-related issues, but the various professional development activities I’ve dipped my toes into over the past year continually expand my understanding of what we can do with the tools we have at our disposal. 

(3) “Mirror, mirror on the wall, who’s the best reflector of them all?” ← I.e., self-reflection. This is one I’ve definitely gotten better at over time, and I now spend a lot of time thinking about how I do things and why I do those things (and whether or not I should be doing those things). This is sometimes painful (having to chuck something you’ve spent a bunch of time on), but the end result is (usually) a better class. Having said that, this constant tinkering is also time-consuming and a bit emotionally draining. As others have brought up here, it can easily start to take up an unreasonable amount of time…which leads right back to the evergreen question of how do we strike the right balance to avoid burnout?]]> 2021-02-27 07:19:19 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1247775163 I know I'm a little late to this response and I apologize, but I truly do feel burned out this semester so far! What I have been doing lately is reaching out to my students on a more personal level to connect with them. I've scheduled meeting times with them according to their schedules to do "check-ins" with them. I feel like they are just as burned out as we are and so giving them a time that fits their schedule to just check-in about life in general and see how things are going I've found to be helpful so far. I will say that it has been taking up a lot of my time which is making me feel very burned out and so I don't know how much longer I can keep doing it, but I find that students are willing to be more open to what they are going through when they are able to talk to you individually! https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1251093889 I try to spend time in the sun too! Getting some Vitamin D is good for the soul!
Sangita D.]]> 2021-03-01 00:21:37 UTC https://padlet.com/katie_datko/zrtj54njtxz05v1h/wish/1251093889