Here are some steps you can take to support them: 1. Approach the teacher privately: Find a suitable time and place to talk to the teacher privately. 2.Express concern and empathy: Start the conversation by expressing your genuine concern for their well-being. 3. Active listening: Give the teacher an opportunity to express themselves. Listen attentively without interrupting, and show empathy and understanding. 4. Validate their emotions: Acknowledge and validate the emotions they are experiencing. 5. Avoid making assumptions or giving advice: Refrain from assuming the cause of their distress or offering immediate solutions. 6. Maintain confidentiality: Assure the teacher that their conversation will remain confidential(may varied)

Re a crisis resulting from not coping with a students, the most common type. 1. Ask questions and listen. The vibe needs to be 'fire-side chat-ish'. 2. Don't try to solve their problem - don't offer advice initially. 3. The exchange must be free of judgement. (Easier said than done.) If the teacher doesn't feel s/he can be 100% honest with you then you are both wasting your time. 4. Level the playing field: Adopt an attitude of 'we are equals here, but I have a different role to play (that of a leader). 5. As you are digging, get the teacher to step outside of themselves: 'What would an observer see?' (If referencing a particular student) 'What would Student X say of you?' 6. Use Socratic questioning. Try to have them suggest solutions.

In our profession, it is sadly not uncommon for one to see a correlation between asking for help and signposting oneself as a ‘failure’. It is absolutely vital in any teacher mentoring relationship that a culture is formed where feedback and constructive criticism are valued. Teaching is not a profession where we suddenly cross the threshold one day into being a ‘perfect’ teacher. No such teacher exists. There are always ways in which we can alter our practice depending on a range of factors, and that’s one of the many reasons that makes our profession so exciting and dynamic. Taking time to build this ethos with your mentee will empower them to be open with you when they may be struggling - hopefully before a crisis has developed.

I use the WolfeWisdom.ca Iceberg metaphor of Relational Capacity to draw teachers into one on one support first so I can witness what they’re going through. Yet because a teacher in crisis impacts everyone, we quickly move to a group process. This way there is full colleague support for formative growth by moving from the superficial level of CARING where crisis stalls, to deeper levels of COMPASSION CURIOSITY and COURAGE. The 4 levels of formative growth apply no matter how the teacher characterizes the crux of the problems because they are always RELATIONAL CAPACITY issues.

Oftentimes health of self or close family might be bogging her down emotionally. It might also prevent her from devoting as much time to lesson preparation/ corrections as is usually required. That too impacts the quality of work. If the school is not aware of the situation, they might perceive it as negligence which would further add to the stress. In such a situation, first and foremost, I'd have a quiet chat to acknowledge the situation and help her unburden herself. Just an empathetic, listening ear might help. Being able to talk and be heard is a stress buster. If the issue is professional in nature, a heart-to-heart chat might help see it from another perspective, thus encouraging her to discuss the issue with the relevant people.

Most of my colleagues at the entry level had been ignorant - about the duties and benefits - of formal code of conduct - of autonomy and its use Mentoring is required of their own free will! I would encourage them.

Sometimes a teacher suffers not because he is inadequate or any other serious problem. They may simply lack ressources to cope with a crisis. Most of the times, those resources may be available but the teacher in crisis may be ignorant of such . So one way to support is to help teacher in crisis know all the resources available and accessible to him.

Sometimes a teacher might reach out to someone they barely met because the pain is unbearable. Listening without judgement is key. If the teacher really feels lost and asks for strategies to face the challenges, then specific "fixes" can be suggested. Making the teacher feel supported and reminding them that they are valuable to their community is important. When our world is shaken, we need reminders that we matter and we are not alone. Also, respecting the teacher's privacy is crucial. No need to know the specifics, if our teacher is not comfortable sharing details. Teaching is a community effort. No one can go it alone. ❤

Supporting a teacher in crisis is not a one time job. What they need is a supportive friend. Is about building an enduring relationship. Questions like: What is going on? Are you ok today? How was your weekend? Kind questions like these may go a long way to support a teacher in crisis . We need to be generous when it comes to compliments. People need to know their worth. This feeling helps entry level teachers try harder. We should also be open to point to areas they can improve. When we help a teacher in crisis become more qualified through regular feedback,we are strengthening him against odds. I had a colleague who usually felt inadequate. One way I was able to help him was to give him regular deserved commendations.

We need to be aware that we have limitations as to what we can do or are allowed to do to support a teacher in crisis. Therefore we need to consult when there's need. Going beyond our boundaries can hurt ourselves and others. We need to be modest and honest to direct teacher in crisis to the people or professionals who are entitled to handle certain issues.

One thing I’ve found helpful with self-care and resiliency is to integrate accessibility as a mentor with tasks, chores, or habits you already have in your schedule. For example, inviting a mentee/teacher to join you for lunch or dinner at a restaurant eases some of the formality of a meeting, provides a casual atmosphere that can be soothing (lighting/music) for candid conversation, and exposes the mentee/teacher to other networking opportunities; you never know who you might see. At the heart of your accessibility is relationship and trust building.

You can't poor from an empty bottle.So ne need to replenish ourselves. We can only give what we have. Taking care of ourselves is one other efficient way to support teacher in crisis. By doing so we are setting an example for him. What people need is to SEE what is like to be good not only HEAR.Aren't actions louder than words? Resilience is needed because it takes time to support a teacher in crisis. And is about building a lasting relationship.

A teacher in crisis needs: Support Mentoring with ongoing connection Ongoing discussions Simple 2 step strategies Learning about differentiation

When I was a beginning teacher coach, my top priority was to build a relationship of trust and respect with the teachers I served. It was not always an easy or quick task; however, it was invaluable in our working relationship. This allowed teachers to feel more comfortable in opening up to me when they found themselves in difficult situations whether they were personal or professional in nature. In turn, I was able to read their emotions and better gauge the level of response that I should provide.

If I had to deal with a teacher in crisis or was aware of one, I would take them aside and ask what is going on. I would comment on what I had observed that is concerning me and would offer to listen and help if they needed it. If they choose to talk, I would try to find ways to help or find resources where they could get help. I would also follow up on a regular basis. It is likely they need a support network, so I would suggest building one so that they can avoid getting themselves into another uncomfortable situation. Having a network of peers is what we most need, but also having a network of mentors that can guide us is also important.