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Balancing the demands of work, personal life, and the student-teacher relationship is an intricate
challenge that can result in neglect or leave students feeling undervalued. It is a delicate balance
that, when disrupted, can give rise to various issues. For instance, picture this scenario: a student
diligently catches up on homework during weekends and holidays, pouring over questions and
awaiting their teacher's replies through WhatsApp. However, the teacher, rightfully needing their
rest and personal and family time, is unavailable. This discrepancy in schedules can easily create
a rift, potentially leading to misunderstandings or even frustration from both parties.
Also, consider the weight of unrealistic expectations placed on educators by various stakeholders
in the education system. Society, parents, and policymakers, including the Ministry of Education,
sometimes unrealistically expect teachers to be the all-encompassing problem solvers of the
educational system. This includes handling issues such as school events, carnivals, student fights,
school bullying, and even serious cases like suicide. These expectations, while well-intentioned,
can become overwhelming (if not kept in check and balanced with constant surveying about
teachers' mental health) and lead to burnout.
Teachers are dedicated professionals committed to the betterment of their students' lives, but the
strain caused by these unreasonable expectations can be emotionally draining and mentally
exhausting. I see a more sustainable approach being needed to balance time and priority conflicts
as well as unrealistic expectations while factoring in the limitations of educators (Ntim et al.,
2023; Saloviita & Pakarinen, 2021).
References
Ntim, S. Y., Qin, J., Antwi, C.

O., Aboagye, M. O., Chen, S., & Mensah, E. T. (2023). Early childhood educators’
emotional labor and burnout in an emerging economy: The mediating roles of affective
states. Heliyon, 9(3), e14053–e14053. https://doi.org/10.1016/j.heliyon.2023.e14053
Saloviita, T., & Pakarinen, E.
(2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables.
Teaching and Teacher Education, 97, 103221–.
https://doi.org/10.1016/j.tate.2020.103221
Hi
I appreciate your sharing.
I agree on creating a positive classroom environment, which is essential for effective learning. I
researched some pointers on creating it. I will also be reading a core module on that next term.
To achieve this, start by fostering a sense of belonging and mutual respect. Encourage two-way
dialogue and empathetic listening among students. Maintain clear and consistent expectations,
rules, and consequences to promote a sense of safety.
Incorporate engaging and inclusive teaching methods to accommodate different learning styles.
Last of all, it is always easily forgotten, but do celebrate diversity and cultural awareness within
the classroom (Van Stone, 2013).

References
Van Stone, B. (2013). Creating a
Positive Classroom Environment. In Teach (Toronto) (p. 11–). 1454119 Ontario Ltd.
DBA Teach Magazine.
It reminds me of when I studied stereotype threat in undergrad psychology class and my
professor shared a classic experiment by Steele and Aronson. This phenomenon occurs when
individuals, particularly in minority or stigmatized groups, experience anxiety or diminished
performance in situations where they are aware of negative stereotypes about their group. In their
classic experiment, Steele and Aronson tested this by assessing the academic performance of
African American and white college students. They found that when the test was presented as a
measure of IQ, African American students performed worse than white students. However, when
the same test was framed as a normal task, the performance gap disappeared. This research
highlighted how mere awareness of negative stereotypes can affect performance, emphasizing
the significance of understanding and addressing stereotype threats in educational and broader
contexts (McGlone, 2012).
References
McGlone, M. S. (2012). Stereotype
Threat. In The International Encyclopedia of Communication. John Wiley & Sons, Ltd.
https://doi.org/10.1002/9781405186407.wbiecs134
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Many educational institutions prioritize external performance metrics such as ranking, scores on
standardized benchmarks, research output, alumni networks, et cetera. However, I noted there is
a growing recognition of the importance of considering students' mental health, especially in
developing countries, with the establishment of dedicated university health centers. It is essential
to strike a balance between academic achievement and the mental health and overall well-being
of students to provide a holistic education. Learning is a process to be enjoyed.

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Balancing the demands of work, personal life, and the student-teacher relationship is an intricate

a rift, potentially leading to misunderstandings or even frustration from both parties.

sometimes unrealistically expect teachers to be the all-encompassing problem solvers of the

teachers' mental health) and lead to burnout.

2023; Saloviita & Pakarinen, 2021).

Ntim, S. Y., Qin, J., Antwi, C.

states. Heliyon, 9(3), e14053–e14053. https://doi.org/10.1016/j.heliyon.2023.e14053

Saloviita, T., & Pakarinen, E.

(2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables.

Teaching and Teacher Education, 97, 103221–.

I appreciate your sharing.

rules, and consequences to promote a sense of safety.

the classroom (Van Stone, 2013).

Van Stone, B. (2013). Creating a

DBA Teach Magazine.

It reminds me of when I studied stereotype threat in undergrad psychology class and my

individuals, particularly in minority or stigmatized groups, experience anxiety or diminished

contexts (McGlone, 2012).

McGlone, M. S. (2012). Stereotype

a growing recognition of the importance of considering students' mental health, especially in

of students to provide a holistic education. Learning is a process to be enjoyed.

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