ABOUT THE AUTHOR
Tina H. Boogren, PhD, is a former classroom teacher, English department chair, teacher mentor, instructional coach, professional developer, athletic coach, and building-level leader. She has presented at the school, district, state, and national levels and was a featured speaker at the International Literacy Association annual conference and Barnes & Noble’s educators’ nights.
Tina was a 2007 finalist for Colorado Teacher of the Year and received the Douglas County School District Outstanding Teacher Award eight years in a row, from 2002 to 2009. In addition to writing articles for the National Writing Project’s The Voice and The Quarterly, she authored In the First Few Years: Reflections of a Beginning Teacher, Supporting Beginning Teachers, The Beginning Teacher’s Field Guide: Embarking on Your First Years, and Take Time for You: Self-Care Action Plans for Educators, an Independent Publisher Book Awards (IPPY) gold winner in the workbooks and resources category. She coauthored Motivating and Inspiring Students and contributed to Middle School Teaching: A Guide to Methods and Resources and Becoming a Reflective Teacher.
Tina holds a bachelor’s degree from the University of Iowa, a master’s degree with an administrative endorsement from the University of Colorado Denver, and a doctorate from the University of Denver in educational administration and policy studies.
To learn more about Tina’s work, visit www.facebook.com/selfcareforeducators or follow @THBoogren on Twitter and Instagram.
To book Tina H. Boogren for professional development, contact [email protected].
Introduction
I don’t know about you, but here’s how things typically work for me: I read a compelling article or new research that gets me fired up to begin a new plan—an exercise regimen, a diet plan, an organization method, or a new appliance (hello, Instant Pot)—and I am fired up for a few weeks and then, against all hope and desire, the new plan slowly drifts away and I revert to my original habits, lamenting another failed attempt at changing my life.
That is, that used to be typical for me. It has been over three years since I turned my life around through an intentional, deliberate focus on self-care, happiness, and well-being. Three entire years. On that realization, I’ve spent considerable time contemplating why this time is different, why I’m not back where I started, and how I was able to truly change my life in such meaningful ways.
Here’s what I know for sure: self-care and the pursuit of personal well-being and happiness is an intentional practice. A daily, deliberate, mindful practice. This pursuit is a constant and continual work in progress. It’s not something that someone simply checks off a list and forevermore changes things. It’s not a place you get to just so you can slack off and reap the benefits for an extended period of time. It’s so much more difficult (but rewarding) than that. It’s also not commercial or consumer based. Well-being is not found in an app or a pill or a vacation or a wine glass (although those distractions can certainly feel good for a little while). We have to do the work. Every single day. That work is all about three things.
1. Developing a deep, keen understanding of our own needs
2. Checking in with ourselves throughout each day
3. Responding to our individual needs with targeted action
This targeted action is individual. Just because something works for your brother or your friend or the teacher next door doesn’t guarantee it will work for you. It’s personal—very, very personal.
In my 2018 book, Take Time for You: Self-Care Action Plans for Educators, I outlined a framework that educators can use to begin their own self-care journeys. It is the same process that I used to start my own path toward wellness. And now, after that initial work, I’m committed to staying on track. One way I stay on track is by recommitting to the work every single day. I do this by journaling every morning and setting goals for that day as well as outlining my vision for the future. I’ve also continued keeping up with the latest research and experimenting with different strategies that I learn about through that research. This book is a result of that continued work. If you read Take Time for You, my hope is that this book, 180 Days of Self-Care for Busy Educators, will help you recommit and stay on your path.
You may recognize a few of the themes from Take Time for You, but the individual strategies are fresh. You can incorporate them into your already established plan, thinking of them as self-care hacks—bite-sized actions that may have a huge impact on your overall well-being and happiness. If you haven’t read my previous book, that’s OK; you can jump right into this one and start your exploration now. I am so glad you’re here, no matter where you are on your own personal journey.
Since I became intentional about my self-care, happiness, and well-being, I’ve learned so much. I’ve given myself permission to take care of my whole self so that I can truly live my very best life as an educator, wife, daughter, sister, aunt, and friend. I’ve never felt better than I do right now, as a middle-aged woman. Does this mean that I’ve been perfect with my self-care practices and commitments? Absolutely not. I still have days where I forget to drink enough water or get enough sleep, and sometimes I miss the moment because my face is buried in my phone. But I’ve been on more than I’ve been off. Where I once struggled to stay motivated and keep promises to myself, I now put myself first. I know that reading that statement can feel uncomfortable, but hear me out.
As educators—and parents, partners, friends, and children to adult parents—we often put everyone else’s needs before our own. It can feel selfish and uncomfortable to turn the tables and put ourselves first. Trust me when I promise you it’s worth it. I am a significantly better educator, wife, daughter, sister, aunt, and friend now that I’ve learned what I need, what I don’t need, what makes me feel good, and what doesn’t. I am now able to present my very best self to those I serve and those I love. You can get you there, too; that’s precisely why I wrote this book.
Why Self-Care Is Crucial for Educators
I aim to share what I’ve learned with you, my fellow educators. Whether you are a classroom teacher, administrator, instructional coach, paraprofessional, school counselor, school social worker, special educator, or any other educator, I am your fiercest advocate. I see you sacrificing your own health and well-being for those you serve (whether it’s your students, your staff, or your communities), and I see how it’s hurting you at times.
I’ve been fortunate enough to work with educators in every position, in nearly every state in the United States and many provinces in Canada. I interact on social media with educators in countries like Australia and South Africa. I’ve learned so much about myself through those interactions, but I’ve also learned about you. I know that we are more alike than we are different from one another. I know the incredible number of hours you spend preparing lessons, creating professional development sessions, grading papers, communicating with parents, attending events, coaching and sponsoring, evaluating, meeting, PLC-ing with your professional learning community, and heading committees, clubs, and events. I admire you for that—but I also worry. I worry because I know that if you continue putting your own needs and happiness at the bottom of your to-do list, it will be to the sacrifice of something else—your family, your health, or your students. I want better for you. You want better for you.
Research
