As I gear up to complete the follow-up book to The Fire Within: Lessons from defeat that have ignited a passion for learning, I’ve had to take a better look at my the definition of teacher engagement that I had developed for Divergent EDU. Even though The Fire Within addresses educator mental health, it’s also addressed in Divergent EDU because of the link to educator engagement/disengagement and climate and culture, which is one of the indicators in the base foundational level in the Hierarchy of Needs for Innovation and Divergent Thinking:
In Divergent EDU, I defined educator disengagement as an educator who has forgotten the why behind why they began teaching to begin with. That definition always felt like it was lacked any connection to the true essence and weight of educator disengagement. In order to really write Reignite the Flames, the follow-up to The Fire Within, I needed to spend a significant amount of time researching a definition that I felt really encompassed both educator disengagement and engagement. I also felt like I had written about the continuum of engagement, but never really defined what that looked like.
I didn’t think it would be that difficult to find a definition but everything I found was either lacking specificity (like my original definition) or didn’t address educators and our unique situation and relationships with our professions. Therefore, when I began to develop my definition, I decided to use the psychological definition of emotional engagement/disengagement and apply it to education, much like I did when I developed my definition of divergent teaching. The definitions that I’ve used to guide Reignite the Flames are as follows:
Educator engagement is intentionally seeking purpose and understanding our impact, living within that purpose, and creating opportunities for both ourselves and others to be happier, healthier, and more positively, emotionally engaged people in order to best serve those around us. Mandy Froehlich (2019)
Educator disengagement is the unintentional detaching of oneself from the emotional connection to the why behind education and teaching due to negative factors and/or circumstances that feel out of one’s control. This results in an otherwise uncharacteristically negative view of their efficacy, jobs, and potentially their personal selves. Mandy Froehlich (2019)
After I dialed in on the engagement definitions, I also needed to clearly define the Continuum of Educator Engagement, which is being represented like this:
As the graphic shows, engagement can be positive or negative, but fully disengaged has more to do with apathy than anger. If you’re angry you’re still passionate and you still care. When you’re apathetic, you don’t care enough to be angry or happy which means the fire for the difficult but rewarding work we do is out.
So why is this important?
Depending on where you or your colleagues are on the continuum, there are different strategies you can take to stay engaged or reengage.
Depending on why you’ve disengaged there are different strategies for reengaging (there is a short blog post here that is added to and expanded on in the book).
When our brains are able to label an emotion with language, we are more likely to be able to cope with what it is. Therefore, defining emotions is important for healing and moving forward.
Writing and working with emotions is a challenging task. Not everyone interprets their emotions the same way and not everyone reacts to the same situation in the same way. Emotions feel private and unless you have done work in the area of embracing vulnerability, that can be a scary place to go. Emotions also feel abstract, but they are processed in our brain and can be explained in more concrete terms that make them more tangible and therefore more manageable. We just need to find the right words.
But to me, the point in talking about educator engagement and disengagement isn’t some altruistic, big idea that needs to be complicated. For me, the reason to discuss educator engagement has always been pretty simple: I believe that all educators deserve to be happy in their jobs. I believe that happy educators will have a better chance at having happier classrooms and happier students. And I believe that happier, engaged students will learn. And while the happy, engaged, learning student is an awesome end-game, educators themselves deserve every happiness just because they’re human, too. So, while educator disengagement is a difficult conversation to have, it’s about time that we acknowledge that some people need more support than we are giving, and they deserve better than that.