Burnt Out Educator Podcast (OLD) - Burnt Out Educator Podcast

August 16, 2022August 14, 2022

Good Intentions and a Broken System

Listen to the episode today! Show notes coming soon.

July 29, 2022July 8, 2022

Jonathan Bell

Working in social media

Was eager to start working at the age of 15
Applied to many places but was turned down for all of them
During Covid, started utilizing social media for marketing his family-owned business
In April 2020 he launched his own website for digital marketing consulting

Balancing being a high schooler and business owner

Even though Jonathan is still in high school,
He feels that he can relate to the older business owners more than other teenagers
He is still learning how to balance being in school and meeting with people
Some days he needs to be a high schooler,
Other days he needs to be a man
Despite being professional, people have turned Jonathan down because of his age
Jonathan experiences a lot of support at school
And he has inspired other students to start their own business

Life experience

Everyone has different kinds of life experience
Just because someone is older,
Doesn’t mean they are more experienced
Just that they’ve had different experiences
“Your human experience is no more human than mine”
It’s important to validate experiences in children and young adults

Conflicting environments

Growing up, he moved back and forth between Springfield and Chicago
His home in Chicago wasn’t in the best area
Eventually moved back to Springfield
Because his mom felt that it was a better environment
It was a big change coming to Springfield,
But still experienced some of the same racial labeling as Chicago
Like being called the “whitest black kid”

Being in the news

Jonathan feels that the article written about him has helped him become more connected with Springfield
And has given him the opportunity to meet more people
Some of the comments on Jonathan’s news article were misinformed or stereotyping
Jonathan stays professional because he knows who he is
Although, his story was published on a different platform and the comments there were very positive and supportive
All mediums are objectifying
And it can be hard to see how people interact with that representation of you

Strategies to success

There are so many different paths to success
The best strategy for one person may not be the best for another
Jonathan sets himself up for success by planning out how he will reach his goals
And sometimes has to re-strategize when something doesn’t go right
And you don’t have to do what other people say you should
Or label yourself what others label you
Jonathan is proud of the things he’s done and will continue to do

Get to Know Jonathan Bell

Article in Springfield News-Leader
Instagram: @bells.marketingco
Website

July 15, 2022June 21, 2022

An Interview with the Burned In Teacher, Amber Harper

Being an Educator

Amber didn’t grow up knowing what she wanted to do with her life
She went to school to be a nurse
That didn’t work out, so she got her degree in education
And ending up being super passionate about it
She’s always advocated for the underdog
And that’s a big reason why she keeps coming back to education
Amber has left education twice due to burnout, but has always returned
She has taught several different grade levels
In 2018 Amber left education and worked on Burned-in Teacher
But after three years returned to teaching

Making Connections

Feeling the connections with students and other teachers is important
Amber strives to be more than just an academic teacher
She wants to help her students through life, decisions, emotions
Remember that student behavior is not about you,
But is a reflection of something deeper going on
This helps Amber stay calm when dealing with these behaviors
She has classroom meetings throughout the day to bring everyone together
And also tries to connect with her students individually

Teacher Burnout

Many teachers are perfectionists and people pleasers
And trying to save everyone and shoulder all the burden is a recipe for burnout
Burnout is not your fault, but it is your responsibility to recognize it in yourself
A lot of expectations in the profession are unattainable or unrealistic
Burned-in Teacher was born out of Amber’s burnout
Which first started when she began teaching first grade
She felt there was no collaboration with her team
After many years, the feelings she’d been repressing came to a bursting point
She knew that something had to change
Burnedinteacher.com was inspired by a summit Amber attended

Self-awareness of Burnout

Learn to work through the burnout and the challenges instead of fighting against them
When struggling with burnout,
Look inwardly to build self-awareness and see if you need to change
and/or see if your environment needs to change
Addressing and finding solutions to burnout is not one-size-fits-all
There are different personalities and types of burnout
Reflecting on what brought you here is step one
Think about if you can be your best self in your current environment
There’s no shame in making a change
If you use your burnout as fuel to fire you up, the possibilities are endless

Mindset shifts

Instead of thinking that things are happening to you as a victim,
Acknowledge that these things are happening and think about your next move
You can’t keep doing the same things and expect different results
Don’t view burnout as a life sentence of misery,
Instead see it as an opportunity to change your life

Interested in supporting a child?

https://www.patreon.com/BurntOutEducator
100% of the proceeds donated to the Burntout Educator will provide therapy for a child in the public school system.
Not therapy capped at a certain number, but an open-ended relationship with a highly qualified therapist in the BHC network.

Beyond Healing Center

Beyond Healing Media

First, listen to our past episodes of BOE here
Then, check out more Beyond Healing podcasts
Give your support and gain access to exclusive content through Patreon

Connect with us on social media: TikTok @burntouteducator

Credits

Executive Directors: Jennifer and Ryan Savage, Melissa Bentinnedi, Bridger Falkenstein
Hosts: Jennifer Savage, Melissa Benintendi, and Bridger Falkenstein
Filmographer: Tyler Wassam
Podcast Producer: Bridger Falkenstein
Podcast Editor: Jamie Eggert
Show Notes: Jamie Eggert & Jordan Murray
Original Music Composers: Bridger Falkenstein and Caleb Boston

July 1, 2022July 8, 2022

Opaque Transparency with Tasha Little

About Tasha

Tasha is one of Olivia’s eighth-grade students at Nixa Junior High.
She plays basketball and is also a part of a couple of other student organizations.
One organization called Sources of Strength works to be a support system for students.
Tasha was chosen to be a part of this organization because her teachers felt that she was a good leader and a positive influence.

What does it feel like to be a junior high student?

Most people’s experience as a junior high student is pretty similar
Many people pretend to be someone they are not because they are worried about being judged and ridiculed for who they actually are.
Tasha feels like most kids are trying to grow into good people but it is a challenging and confusing time.

Can you speak more about the cliques in the school?

It’s like a hierarchy.
Those at the top play sports and are friends with those that play sports, and it gradually branches into those that don’t play sports and then to those with more niche interests.
The kids are not very accepting and there’s judgment between groups.

Where do you find your connections inside/outside of school?

Tasha has a lot of connections through basketball and her mathletes team.
Prior to her starting sports in the 7th grade, she was friends with people that some may consider “weird”.
Tasha finds connections with those that play sports, but more so with those that don’t care what other people think.
She likes people that are genuine.

What makes you feel like a connection is genuine?

Tasha feels that everyone has a mask on to some extent,
Though some people have thinner, more transparent masks
Making it easier to see their true selves.
Kids wear masks to fit in
Tasha thinks it comes from fear of being too different or being judged.

Why do you go to school?

Tasha wants to pursue her education in order to be successful
She also goes so she can play basketball.
While Tasha loves to learn new things and is excited to pursue new challenges.
She feels that a lot of other students don’t view it the same way.

What’s the most crucial part of ensuring learning happens?

There are a lot of different education styles that can affect students in different ways and keep them interested.
Tasha sometimes gets bored in her social studies classroom because of the way the information is presented.
A student could really want to learn something but if the teacher isn’t presenting it in a way that interests them, the student may be less motivated and engaged.
The teacher’s passion for the subject has a big influence on the students.
Tasha can tell when some teachers just don’t want to be there and it’s hard to be interested in an assignment when the teachers themselves aren’t.

Tasha asks Ryan: What does it feel like to be a teacher that is burnt out?

Ryan felt that what he was doing wasn’t meeting his expectations or desires.
And he didn’t feel like he could keep showing up every day with that feeling.
He wasn’t passionate about the work he was doing.

There’s been a shift in education in that testing and data collection are very prevalent. What are your thoughts on the classroom environment, and do you feel like you are there to learn or to just take a test everyday?

Tasha feels that some of the testing is to make the school look good or to get high ratings.
It feels like the students are carrying the load and somebody else is getting the achievements.
Tasha imagines that her peers probably feel similarly,
But perhaps haven’t thought about it as in depth as she has.

June 17, 2022July 8, 2022

Don’t Judge a Book by its Cover with Stephanie Graham

How did you become a paraprofessional?

Used to live in Hannibal, Missouri
Husband is a teacher
They had visited Nixa before and loved the area
Husband landed a job teaching in Nixa
Stephanie used to be a woman’s dorm director for a college
After moving to Nixa, got a job as a paraprofessional at the high school
Worked with kids with learning disabilities and physical handicaps

What are some things that you do to help break down the barrier between you and the student you are helping?

By building connections and relationships
Through being goofy and not being overly stern
A slightly different role than a teacher
She gives her students space unless she sees they aren’t on task

A paraprofessional has the unique opportunity to experience so many different classrooms. What is that like?

Stephanie feels it is very beneficial because she gets to see so many teaching methods
She can become critical of some classroom management styles
But, she’s also able to learn how the students do and do not like to be interacted with

A paraprofessional gets evaluated yearly

She makes suggestions during her yearly evaluations, such as giving paraprofessionals more training
She feels like she struggled during her first year because she didn’t know what she was doing and wished she had more training
Now she tries to help new paraprofessionals if she sees them struggling

How much are you told about the students on your caseload?

Stephanie has an idea of what to expect
The IEP is helpful
But it would also be useful if she was given a note about their personality

How does it feel to work in a system that is titled “broken”?

Stephanie feels there are more issues with kids’ mental state nowadays
There’s more stress for the teachers
And there are too many tests and a lot of data collection that adds pressure

What has the transition been like from when you first became a paraprofessional to now?

Stephanie is happy with her job because she gets to build relationships with the kids
She’s also grateful she doesn’t have the pressure of dealing with parents or meetings
Plus she gets those school breaks to spend time with her family!
Every day is different and it keeps her on her toes
She doesn’t get paid as much as a teacher, but her job is beneficial and she doesn’t see herself leaving
At first, she took the position because she needed a job.
Now she’s made it work for her and she enjoys it

Would you share more about what happened with your bachelor’s degree in graphic design?

Stephanie was going to add in a degree in art education but was forced to graduate with a graphic design degree due to her number of credits
She didn’t go back after she graduated because she didn’t qualify for any financial aid
Then, she tried to find a job in graphic design, but the software she had learned at school was out of date
Eventually, she decided not to pursue a career in graphic design
Finally, she got her job as the dorm director at the college she got her degree from
Which she was grateful for because she was able to be home with her kids
While she was frustrated with her degree situation,
She feels like she ended up where she needed to be.

Will you tell us more about where you grew up?

Stephanie grew up a bit in this area, then moved near Lake of the Ozarks, then to St. Clair
Her dad was a pastor and they would move when he would get new positions
She grew up in a strict and very sheltered home
When she got to college she experienced a new environment and new people
She feels like this helps her understand her students better
Because students’ environments influence their behavior
Even if the student is not behaving, she still cares about them and wants them to know that

Missed an episode? Find them here!

Interested in supporting a child?

https://www.patreon.com/BurntOutEducator
100% of the proceeds donated to the Burntout Educator will provide therapy for a child in the public school system.
Not therapy capped at a certain number, but an open-ended relationship with a highly qualified therapist in the BHC network.

Interested in hearing more from Think Beyond?

Check out our website here!
There you’ll find links to our services and other podcasts.

June 3, 2022May 19, 2022

68 Applications with Thomas Primm

Thomas Primm

Wanted to be a teacher when he was young
Worked as a tattoo artist and painter
Went back to school in his 40s and received a Bachelor’s in philosophy

What was your experience as a college student?

Didn’t always feel it was necessary to engage/debate with the philosophy professors
Was good friends with other students
After his Bachelor’s degree, he went on to a Master’s program in art and theory
Then added a second master’s program in special education
At the same time, he was still a tattoo artist and started substitute teaching as well

Did you encounter any problems getting hired?

He was concerned he would struggle to find a position due to his appearance.
Worked as an ISS teacher his last year of his Master’s program
Before being hired as a para, Thomas applied for 68 jobs.
After doing well as a para, he received a teaching position

What was your experience being a substitute teacher?

Thomas enjoyed helping the students and getting to know them
Overall, subbing was a very positive experience
His first subbing experience was in a kindergarten classroom
Unfortunately, the school did not want him to come back to sub for the elementary school
He was worried his tattoos would keep him from being able to do what he loved

Would you change the way you look?

Thomas got his first tattoo when he was 13 to be rebellious
If he was 13 in today’s world, he wouldn’t get a tattoo because tattoos are so common
There’s a different view about tattoos nowadays
However, he was familiar with being treated as “bad” even before he was heavily tattooed

Advocating for kids

Part of the reason he wanted to go into education was to help the kids that are labeled as “bad” or “lost”
Thomas was “lost” in school and didn’t have teachers advocating for him or trying to help him
He truly cares about his students

Becoming a process coordinator

Thomas recalls being injured trying to help his students
Which led him to make the decision to become a process coordinator
It was a very challenging job that was not well-liked
He was shocked at how many students were being pushed into special education that didn’t really need it
He thought a lot of students were being mislabeled
Thomas wanted the school and other teachers to step up and learn how to address different behaviors

Supporting each individual student

The same strategies are not going to work for all students
Thomas wanted to support each individual student and have everyone work together
Many professionals simply lower the standards, but Thomas maintained high standards for these students
And the students responded well!
The students liked that he would speak to them like adults, the connection, and his attention.
Remember, if the student is being neglected at home, they only know one way to act at school
This can lead to being neglected at school, but we need to see these kids too

The education system can be lazy

Teachers get paid the same regardless of their skills
Many teachers benefit by flying under the radar
The system is not promoting teachers to be better
There’s no way for just one person to fix the issues ingrained in special education
But we have to remember, kids are human beings with feelings
Educators can be caught in the system, trying to make it through their days and can forget what their students are feeling
The connection to the individual is lost
Thomas believes the best thing we can do is connect with others

Trying to make a difference

Life can be absurd and pointless, but Thomas wanted to do something meaningful
So he decided to help the person next to him
He can’t fix the whole school, but he can help the student
The kids were always in “fight or flight” mode, so it was a challenging task

Are You Still Working in Education?

After spending two years as a process coordinator, he has ended his time working in education
COVID has been very rough for all educators & many educators have resigned
Though, he does miss the classroom and students
Thomas is currently pursuing another degree, with hopes to work at the collegiate level.

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May 20, 2022July 8, 2022

Restorative Relationships with Mark Simmonds

Restorative Relationships

Mark is a huge believer in restorative practices
And tries to make connections with his students by sharing stories from his childhood
When he can make a connection, students respect him more and are more likely to open up
Though, Mark works at an alternative site
And it can be difficult to maintain respect
But he really pushes and models restorative practices and respectful conversations
It has helped a lot of students
Mark’s favorite professor at Missouri State helped him develop this mindset because of the support and grace she showed Mark during his undergraduate and graduate studies

What type of connections do you find in the classroom with the kids?

There are similarities between kids that grew up moving around for the military
He grew up with the mindset that you need to respect your parents, so it was an adjustment being a teacher fresh out of the military lifestyle
Whenever he would reprimand students he always gives them a rationale
Mark was able to relate to a lot of things the students went through because of his experience with foster care and military life

What is your relationship right now with education?

Mark has a love-hate relationship with education
He wanted to move up and get out of the classroom
But he’s not sure if what he’s currently doing is what he ultimately wants to do
He currently works as the leader of a residential facility for at-risk youth that is an extension of the school district
Even though he loves the job and the kids
He also has the duties of a principal without the reflecting pay or support
And that can make it difficult to cope with the stress

What is it like to work in a system that’s perpetually labeled as broken? Who or what is the problem? And who or what is the solution?

It’s hard to pinpoint one simple thing
One thing that has been lost due to the high demands of education is the relationship piece
There’s a lot of focus on the negative and not enough on the positive
The teachers had a duty to keep the students safe and to help them learn and grow
And also work on real-life transition skills that they may not be getting at home
The ultimate focus is on the students’ growth and achievement
Another solution is being really open to change
Mark’s school has been disproportionate for students with IEPs and students of color because they’re the hardest to relate to, and some people refuse to do that

The importance of restorative relationships

Making connections with students doesn’t just have to be the avenue to get to something else
Mark is very intentional in making connections
It can be difficult and require vulnerability to connect to someone that is very different from you
Mark enjoyed his educational experience growing up because he had teachers that understood that
Growing up in the military, everyone had the same goal. So individual differences didn’t really matter
His first experience with racism didn’t happen until he moved to Springfield
Topics of conversation in education frequently boil down to race
Taking two minutes to connect with a student every day for 10 days can give you a totally different relationship with that student
Some of Mark’s favorite memories in school are from his teachers taking the time to connect with him

Interested in supporting a child?

https://www.patreon.com/BurntOutEducator
100% of the proceeds donated to the Burntout Educator will provide therapy for a child in the public school system.
Not therapy capped at a certain number, but an open-ended relationship with a highly qualified therapist in the BHC network.

Think Beyond!

- First, listen to our past episodes of BOE here
- Then, check out more Beyond Healing podcasts

Beyond Healing Center

January 18, 2022May 20, 2022

The Art of Running (2)

Olivia Willoughby

Co-host on Burnt Out educator
8th-grade art teacher

Olivia As Student

Olivia’s father was in the military, so her family moved 10 times before she graduated.
She describes school as being the scariest, yet safest, place.
In many ways, the public school systems across the United States are very similar.
This similarity and continuity gave Olivia the opportunity to connect with others, even if they themselves never moved.
Additionally, it gave Olivia the comfort of knowing what to expect day to day, school to school.

“I was forced to not run away from my problems. How am I supposed to deal with my emotions if I can’t run away? I guess I’ll create.”

Olivia’s Path to Education & Art

Throughout college, Olivia ran, dove, and took pottery classes while majoring in education and maintaining a 4.0
During her sophomore year, she had to undergo two surgeries, one on each leg.
These surgeries caused her to lose her outlet of running.
School was hard and she describes herself at the time as being extremely anxious.
At that point, she started making sculptures of her body parts as a way to process all she was going through physically and emotionally.
Near the end of her college career, Olivia realized she’d rather teach art than Spanish.
In the end, she decided to complete her student teaching in Spanish and take both the Spanish and Art tests to receive her teaching license.

“They decided I could do it. Then I decided I could do it. So first I thought I wanted to teach Spanish. Then that was not the case. I thought, okay, I want to teach art, but then I couldn’t do it exactly where I wanted to do it. And then, you know, all of a sudden, I’m doing it where I wanted to do, how I wanted to do it. And I’m teaching the subject I want to teach.”

Olivia As Educator and Student

For various reasons, Olivia decided to pursue her master’s in education.
As she prepared to start the program, she thought of it as a means to an end.
However, her mindset quickly changed.
Her professors assigned books she enjoyed and encouraged connection and discussion.
While in undergrad, Olivia experienced a lot of fear of earning less than an A.
Throughout graduate school, this anxiety alleviated.
She realized, for the first time, that learning wasn’t about the grade.
Instead, learning is about the material and personal growth.
She learned to do the work of learning, rather than the work of turning in assignments.

Olivia’s Desires As Educator

“I wanted to be someone within the system that saw kids like me, who felt like they were going to be sick every single day, who were scared of being here, but also needed to be here and find a place through class… When I have kids like that, I want them to know that I’ve been there every single day of my life. And that sometimes as their teacher I still feel like that.”

This ability to own something “shameful” induces a lot of surprise from the student
Desires to seep the love of learning into her students, little by little.
To retrain them that the grade isn’t what matters.

Why co-host Burnt Out Educator?

This is the type of conversation, learning, and growing that we as humans strive to find.
These conversations make us better and remind us what education was meant for.
I want to honor the experiences of other educators and be seen in my experience.
I’m happy to be part of a podcast that’s creating more human beings that know that they can be, and are human beings.

Beyond Healing Center

Beyond Healing Media

First, listen to our past episodes of BOE here
Then, check out more Beyond Healing podcasts
Give your support and gain access to exclusive content through Patreon

Interested in supporting a child?

https://www.patreon.com/BurntOutEducator
100% of the proceeds donated to the Burnt Out Educator will provide therapy for a child in the public school system.
Not therapy capped at a certain number, but an open-ended relationship with a highly qualified therapist in the BHC network.

January 18, 2022May 20, 2022

The End of the Infinite Ladder (1)

Level Up.

The purpose of college is to pursue financial security for his family.
After a brief stint in international business, Ryan switched to education.
While he enjoyed connecting with students, he knew he couldn’t earn enough as a teacher
So, he devised a plan to become superintendent.
Ryan’s plan detailed how he would move from one level to the next
He was offered his first teaching job at the local deaf magnet school
He successfully completed his master’s during his 4th (out of 5 mandatory years) years at Parkview and started applying for administration jobs in that 5th year.
18 months into his assistant principal job he started applying for principal jobs.
When he accepted the principal position, he knew there was major work to be done to ensure he continued to be successful in leveling up.
During his principalship, Ryan held and led others in the belief that if a teacher worked hard enough, they could have 100% of their students be proficient on state standards.

Ryan and Objectivity

Throughout his career, Ryan had this desire to create connections for students and educators.
While wanting others to connect in this vulnerable way, he was unable to meet their vulnerability.
Many educators hold themselves in similar capacities of longing for connection but presenting themselves as objects.
Additionally, Ryan was so focused on the plan, that opportunities for anything outside of it didn’t make much sense.
Finally, there was too much risk in experiencing affect and it going negatively.
So he stuck to the plan and used his strategies to be of service in these temporary roles.

Finding Subjectivity

Regardless of how hard he worked, how much time he spent away from his family, how perfect his strategy was, he was unable to reach 100% proficiency in student scores.
Racked with shame, he had to let go of the object he’d polished for so long.
Ryan was forced to choose between gritting his teeth and bearing it for the next 20 years or creating a new object.
So, he spent a lot of time strategizing on what might that other object be and how to provide for his family.
He had to divorce himself from the dream he’d been chasing, the plan he’d been working.

Reflection

“What I’ve learned is there is no strategy to meet that goal. There’s no single strategy that does that. The thing that has the capability of doing that is through connection, one to one, human to human, authentic, subjective connection.”

Further, maybe inviting someone into vulnerability and having an impact on them is greater than what any strategy could offer.
Maybe seeing the human, caring and showing positive regard, and loving them for who they are and who they aren’t, is more powerful than teaching them the strategy to help them meet the objective they think they need to meet.

Beyond Healing Center

Beyond Healing Media

First, listen to our past episodes of BOE here
Then, check out more Beyond Healing podcasts
Give your support and gain access to exclusive content through Patreon

Interested in supporting a child?

https://www.patreon.com/BurntOutEducator
100% of the proceeds contributed to the Burnt Out Educator will support providing therapy for a child in the public school system.
Not therapy capped at a certain number, but an open-ended relationship with a highly qualified therapist in the BHC network.

January 18, 2022July 8, 2022

Introducing Burnt Out Educator (0)

Welcome to the Burnt Out Educator

Meet Ryan Savage

The Burnt Out Educator
Current Executive Director of Beyond Healing Center
Retired/Resigned Educator
This podcast is about revealing the human in the 7th-grade girl’s basketball coach putting in many hours for practice, traveling, and games – all while sacrificing those hours in their personal life.

“I made these concessions of the things that felt good to me or that I wanted to pursue, but found these barriers inside education… There were portions that felt almost dehumanizing, that if I’m going to find success in that space, then I need to meet this list of criteria, some of which may be compromising to what I either desire or who I am as a person.”

Meet Olivia Willoughby

Co-Host
Currently in her 5th year of teaching
Teaches 8th-grade art
I create my classroom to make space as often as possible to say, hey, we’re creating and we’re doing what we need to do, but what’s more important is who you are.

“It’s about the people in the room learning, myself, and the other adults in the building, every single human. They have a purpose and a place. I think that’s exactly what we want to discuss on here.”