More Than a Lesson Plan: The Emotional Journey of Being a Teacher
An article by Sonia Alcocer
Rather than chasing revolutionary changes or world-changing innovations, let’s turn our attention to the
everyday role we play as teachers. By reflecting on our work, we can reaffirm its profound impact and the
importance of what we do.
According to multiple definitions, teachers are those who teach science or art, and our occupation is to
instruct others. We are also defined as those who impart knowledge and develop skills in students.
However, this role goes beyond simply transmitting information; it involves manifesting our character,
personality, motivations, expectations, and even our fears because, in the end, we are human beings who
have decided to take on the responsibility of transmitting our art to the minds and lives of others, our
students. It’s like being a Jedi but with fewer lightsabers and more red pens!
Have you ever read, mentioned, or heard this phrase: "My superpower is being a teacher". We know that
many qualities can define us as teachers. Passion for teaching to inspire our students and convey
enthusiasm for learning, empathy, and understanding to address the needs and emotions of our students
and create a supportive and trusting environment for them.
Teachers must have a deep and updated knowledge of academic content and the latest educational
trends to offer quality education. Communication skills are essential to clearly and effectively express
ideas and information, fostering active participation in the classroom.
Additionally, we must be creative and flexible to adapt to different teaching methods, considering the
diverse types of students. We need the ability to motivate our students to reach their full potential and
guide them in their academic and personal development. Furthermore, we must establish and maintain
an orderly, respectful, and collaborative learning environment. A teacher must stay updated, be prepared
to face challenges, be patient and resilient, and be committed to the social, emotional, and academic
development of students. Doesn’t that sound like superpowers?
It does not matter if our contract specifies part-time or full-time; the responsibility is the same, as our work
as teachers allows us to influence our students positively or negatively. However, this influence does not
flow solely from teacher to student but also from student to teacher. That is why it is said that "students
learn from one, but teachers learn from many" and from a humorous point of view, we can assure that
sometimes we learn that eating yogurt in three minutes between classes is a survival skill.
But even with those powers, there are moments when we feel weak and vulnerable and have wondered if
choosing to be a teacher was the right decision. How many of us have faced this crucial question in our
teaching lives? It is natural that at some point we doubt our choice. If we find ourselves at that point
currently, let me tell you that it is completely valid to acknowledge those feelings and doubts. There is no
perfect job, and each day brings new challenges. If you don’t believe me, just ask a teacher who has tried
to explain fractions on a Monday morning.
When doubts arise, it’s often during overwhelming moments—those days when everything goes wrong,
and frustration feels insurmountable. It is natural to question whether teaching is right for us, and if these
feelings persist, it might be time to consider a career shift. Feeling tired from work is different from feeling
tired of the work itself. We all face these challenging moments, but they offer an opportunity to reassess
our goals and motivations. Embracing this uncertainty shows maturity and self-awareness, allowing us to
reflect, refocus, and renew our commitment to teaching. With time—and maybe a good cup of coffee—we
can overcome challenges and grow stronger as educators.
Indeed, at times, in our eagerness to be more productive and achieve our goals, we lose sight of the
horizon and demand more of ourselves for our action plans to be perfect. However, as the French
philosopher Voltaire said: "Perfect is the enemy of good." In this sense, striving for perfection can be
counterproductive in education. Instead of waiting for a perfect teacher or class, we could focus on
optimizing our educational practices, learning from mistakes, and constantly adapting to improve the
students' learning experience. This implies cultivating an environment where effort, innovation, and
collaboration are valued more than the pursuit of an ideal standard. By accepting imperfection as part of
the process, we can move towards a more realistic approach. After all, if Picasso had waited to draw the
perfect nose, he would never have finished any of his paintings.
When perfection is sought, excessive time and energy tend to be devoted to minute details that may not
be critical to effective learning. Teachers who aspire to be perfect can easily become frustrated by not
reaching this standard, affecting their self-esteem and flexibility. Additionally, the expectation of achieving
perfection can generate additional pressure, resulting in stress and anxiety. This can negatively impact
our emotional and physical well-being, as well as our ability to perform effectively in the classroom.
While it is true that teachers require essential qualities to carry out our mission of educating and
somehow influencing our students' lives, it is also true that the amount of energy required to fulfill our
educational purpose is immense. Planning and developing classes, setting learning goals, and daily
organizing time throughout the school year demand considerable dedication and effort. This demand can
generate a significant level of stress.
The energy teachers invest in our work is not limited to classroom hours. Preparing effective and
engaging lessons involves many hours of work outside school hours. This includes creating teaching
materials, evaluating assignments and exams, and constantly adapting to the individual needs of
students. Additionally, teachers must stay updated with the latest educational methodologies and
technologies, which requires additional time and effort.
We are then talking about the stress that comes from the need to balance professional and personal
activities. Teachers, like anyone else, have family and personal responsibilities that require attention.
Finding a balance between these responsibilities and work demands can be a challenge. The pressure to
meet expectations both professionally and personally can lead to feelings of burnout and overload.
When stress is not managed properly, it can harm our professional performance and personal well-being.
Professionally, stress can decrease teaching effectiveness, affect creativity and innovation in the
classroom, and increase the likelihood of errors. Stress can affect physical and mental health, deteriorate
personal relationships, and reduce overall quality of life.
In this sense, it is no secret that to manage the possible effects of stress, we can implement various
strategies. Taking brief and regular breaks during working hours is crucial to avoid burnout. These short
breaks between classes can include a short walk or a few minutes away from the screen, helping to clear
the mind and improve concentration.
It’s essential to clearly understand our duties and rights as teachers, helping us manage expectations and
focus on key responsibilities while avoiding overload. Setting achievable goals reduces frustration.
Similarly, while technology is a valuable tool, it can also be a source of stress. Using it mindfully—by
setting limits on email checks and screen time—can help maintain balance.
It is crucial to set precise boundaries between work and personal life. This includes the ability to reject
unnecessary additional tasks and honor both rest times and individual activities. Staying organized
regarding time, tasks, resources, and materials is also fundamental. Remember, the pile of papers on our
desk will not organize itself, no matter how much we discuss it.
Furthermore, setting aside time for activities we are passionate about and that relax us, such as reading,
exercising, painting, or any other hobby, is essential to disconnect from work stress. Free time should be
completely away from work tasks. Taking advantage of these periods to rest, socialize, and engage in
recreational activities is crucial to recharge energies and maintain good mental health. After all, even
superheroes have days off and sometimes need a nap.
There is much more to say and reflect on, but to end these lines, let us remember that our work as
teachers is a continuous journey of learning and growth. Every day in the classroom is an opportunity to
make a difference, not only in the lives of our students but also in ours. No matter how many times we
feel the path is arduous and full of challenges, there will always be moments that remind us why we
chose this profession. Although sometimes fleeting, those moments give us the energy and motivation to
smile and move forward.
everyday role we play as teachers. By reflecting on our work, we can reaffirm its profound impact and the
importance of what we do.
According to multiple definitions, teachers are those who teach science or art, and our occupation is to
instruct others. We are also defined as those who impart knowledge and develop skills in students.
However, this role goes beyond simply transmitting information; it involves manifesting our character,
personality, motivations, expectations, and even our fears because, in the end, we are human beings who
have decided to take on the responsibility of transmitting our art to the minds and lives of others, our
students. It’s like being a Jedi but with fewer lightsabers and more red pens!
Have you ever read, mentioned, or heard this phrase: "My superpower is being a teacher". We know that
many qualities can define us as teachers. Passion for teaching to inspire our students and convey
enthusiasm for learning, empathy, and understanding to address the needs and emotions of our students
and create a supportive and trusting environment for them.
Teachers must have a deep and updated knowledge of academic content and the latest educational
trends to offer quality education. Communication skills are essential to clearly and effectively express
ideas and information, fostering active participation in the classroom.
Additionally, we must be creative and flexible to adapt to different teaching methods, considering the
diverse types of students. We need the ability to motivate our students to reach their full potential and
guide them in their academic and personal development. Furthermore, we must establish and maintain
an orderly, respectful, and collaborative learning environment. A teacher must stay updated, be prepared
to face challenges, be patient and resilient, and be committed to the social, emotional, and academic
development of students. Doesn’t that sound like superpowers?
It does not matter if our contract specifies part-time or full-time; the responsibility is the same, as our work
as teachers allows us to influence our students positively or negatively. However, this influence does not
flow solely from teacher to student but also from student to teacher. That is why it is said that "students
learn from one, but teachers learn from many" and from a humorous point of view, we can assure that
sometimes we learn that eating yogurt in three minutes between classes is a survival skill.
But even with those powers, there are moments when we feel weak and vulnerable and have wondered if
choosing to be a teacher was the right decision. How many of us have faced this crucial question in our
teaching lives? It is natural that at some point we doubt our choice. If we find ourselves at that point
currently, let me tell you that it is completely valid to acknowledge those feelings and doubts. There is no
perfect job, and each day brings new challenges. If you don’t believe me, just ask a teacher who has tried
to explain fractions on a Monday morning.
When doubts arise, it’s often during overwhelming moments—those days when everything goes wrong,
and frustration feels insurmountable. It is natural to question whether teaching is right for us, and if these
feelings persist, it might be time to consider a career shift. Feeling tired from work is different from feeling
tired of the work itself. We all face these challenging moments, but they offer an opportunity to reassess
our goals and motivations. Embracing this uncertainty shows maturity and self-awareness, allowing us to
reflect, refocus, and renew our commitment to teaching. With time—and maybe a good cup of coffee—we
can overcome challenges and grow stronger as educators.
Indeed, at times, in our eagerness to be more productive and achieve our goals, we lose sight of the
horizon and demand more of ourselves for our action plans to be perfect. However, as the French
philosopher Voltaire said: "Perfect is the enemy of good." In this sense, striving for perfection can be
counterproductive in education. Instead of waiting for a perfect teacher or class, we could focus on
optimizing our educational practices, learning from mistakes, and constantly adapting to improve the
students' learning experience. This implies cultivating an environment where effort, innovation, and
collaboration are valued more than the pursuit of an ideal standard. By accepting imperfection as part of
the process, we can move towards a more realistic approach. After all, if Picasso had waited to draw the
perfect nose, he would never have finished any of his paintings.
When perfection is sought, excessive time and energy tend to be devoted to minute details that may not
be critical to effective learning. Teachers who aspire to be perfect can easily become frustrated by not
reaching this standard, affecting their self-esteem and flexibility. Additionally, the expectation of achieving
perfection can generate additional pressure, resulting in stress and anxiety. This can negatively impact
our emotional and physical well-being, as well as our ability to perform effectively in the classroom.
While it is true that teachers require essential qualities to carry out our mission of educating and
somehow influencing our students' lives, it is also true that the amount of energy required to fulfill our
educational purpose is immense. Planning and developing classes, setting learning goals, and daily
organizing time throughout the school year demand considerable dedication and effort. This demand can
generate a significant level of stress.
The energy teachers invest in our work is not limited to classroom hours. Preparing effective and
engaging lessons involves many hours of work outside school hours. This includes creating teaching
materials, evaluating assignments and exams, and constantly adapting to the individual needs of
students. Additionally, teachers must stay updated with the latest educational methodologies and
technologies, which requires additional time and effort.
We are then talking about the stress that comes from the need to balance professional and personal
activities. Teachers, like anyone else, have family and personal responsibilities that require attention.
Finding a balance between these responsibilities and work demands can be a challenge. The pressure to
meet expectations both professionally and personally can lead to feelings of burnout and overload.
When stress is not managed properly, it can harm our professional performance and personal well-being.
Professionally, stress can decrease teaching effectiveness, affect creativity and innovation in the
classroom, and increase the likelihood of errors. Stress can affect physical and mental health, deteriorate
personal relationships, and reduce overall quality of life.
In this sense, it is no secret that to manage the possible effects of stress, we can implement various
strategies. Taking brief and regular breaks during working hours is crucial to avoid burnout. These short
breaks between classes can include a short walk or a few minutes away from the screen, helping to clear
the mind and improve concentration.
It’s essential to clearly understand our duties and rights as teachers, helping us manage expectations and
focus on key responsibilities while avoiding overload. Setting achievable goals reduces frustration.
Similarly, while technology is a valuable tool, it can also be a source of stress. Using it mindfully—by
setting limits on email checks and screen time—can help maintain balance.
It is crucial to set precise boundaries between work and personal life. This includes the ability to reject
unnecessary additional tasks and honor both rest times and individual activities. Staying organized
regarding time, tasks, resources, and materials is also fundamental. Remember, the pile of papers on our
desk will not organize itself, no matter how much we discuss it.
Furthermore, setting aside time for activities we are passionate about and that relax us, such as reading,
exercising, painting, or any other hobby, is essential to disconnect from work stress. Free time should be
completely away from work tasks. Taking advantage of these periods to rest, socialize, and engage in
recreational activities is crucial to recharge energies and maintain good mental health. After all, even
superheroes have days off and sometimes need a nap.
There is much more to say and reflect on, but to end these lines, let us remember that our work as
teachers is a continuous journey of learning and growth. Every day in the classroom is an opportunity to
make a difference, not only in the lives of our students but also in ours. No matter how many times we
feel the path is arduous and full of challenges, there will always be moments that remind us why we
chose this profession. Although sometimes fleeting, those moments give us the energy and motivation to
smile and move forward.
GWTFL Fall Conference 2018 - Norwood School
Thank You GWATFL Fall Conference 2018 Attendees!
Dear GWATFL member, The Greater Washington Association of Teachers of Foreign Language (GWATFL) thanks you for attending GWATFL Fall Conference 2018 celebrated at Norwood School on November 3. Over one hundred sixty language educators participated in the conference. Your presence helped to make this event a great success and your enthusiasm and positive spirit made our time together productive and fun. Stay tuned for our GWATFL Spring Conference! It will take place at the National Cathedral School on April 27, 2019. Visit our website for more information. Quotes of feedback from Fall conference participants:
Nominate an outstanding World Language Teacher in the DC area! The GWATFL 2018 World Language Teacher of the Year Nomination is opened! Spring Conference We hope to see you on April 27, 2019 at The National Cathedral School. Present at GWATFL! The Spring Conference proposals form is available. 
GWATFL Teacher of the Year (T.o.Y)Ms. Sheena Jordan named GWATFL Teacher of the Year 2017
The Greater Washington Association of Teachers of Foreign Language (GWATFL) would like to congratulate Ms. Sheena Jordan on being named GWATFL Teacher of the Year 2017.
She has taught Spanish in some of the most challenging inner city schools in Washington DC, Maryland, and Virginia. However, with each new experience, Sheena has always risen to the challenge, keeping the priority of “leading with language” as her central focus and never underestimating the potential of her scholars. Sheena commits herself, to making global connections, leading the Donuts for Donations campaign with her elementary students supporting the #CaribbeanSchoolsRise social justice efforts. Sheena’s teaching experience has affirmed that, “Language is a portal to problem-solving”, and she believes that one day her scholars will have the resolutions to lead some positive revolutions. Ms. Jordan joined Teachers of the Year from other state organizations at the NECTFL conference as she was nominated for the Northeast Conference on the Teaching Foreign Language (NECTFL) Teacher of the Year. 
Ms. Sheena Jordan, GWATFL teacher of the year 2018 and Mz. Celia Zamora, Mead Leadership Fellows Program winner, with GWATFL board members at the NECTFL 2018 Annual Award Ceremony in New York City.
Learn About the GWATFL Teacher of the Year Award and nominate a teacher.Mead Leadership Fellows Program winner!
The Greater Washington Association of Teachers of Foreign Language (GWATFL) congratulates Dr. Celia Zamora on receiving the 2018 NECTFL Mead Leadership Fellows Program (with support from SANS, Inc.).
Dr. Zamora was recognized at the NECTFL Awards Ceremony in New York in February 2018. She has expert mentoring as she works on her project on conversational pragmatics. Dr. Zamora attended NECTFL for free in 2018 and she will present her project at NECTFL and at GWATFL in 2019. She also received a stipend from GWATFL. About the MEAD Leadership Fellowships and apply here. |
2015 GWATFL Teacher of the Year
Ms. Ross is an accomplished Pre-K through 4th grade Spanish Teacher at E.L. Haynes Public Charter School in Washington, D.C.
Congratulations Ms. Tadina Ross! 
Ms. Tadina Ross with her former Spanish teacher, Barbara.
GWATFL Fall Conference 2018:
Learn about the LEAD with LANGUAGES campaign, the unprecedented national effort backed by diverse representatives from education, business, government and nonprofit sectors.
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