TAUGHT
TAUGHT explores research-based solutions to the educator burnout crisis—because you can’t self-care your way out of systemic dysfunction.
This season, we’re shifting the focus from stories to strategies—and rethinking what workplace wellness in education really means.
Through compelling conversations with experts in education, mental health, and organizational leadership, each episode unpacks the root causes of burnout and offers actionable strategies to help transform schools into healthier, safer, and more sustainable places to work.
TAUGHT
Burnout: A Journey Towards Resilience with Amy Schamberg 3
Burnout can feel like a never-ending cycle, but what happens when we shift our perspective and realize we have choices? Join us on "Taught" as I share my own battle with teacher burnout. Alongside Amy, a certified functional medicine health coach, we explore what it truly means to build resilience, not just as a reactive measure but as a proactive approach to well-being. We draw from a former podcast guest's experience, and through the lens of Tracy's social-emotional learning expertise, we discuss the challenges and the necessity of intervention before teachers reach their breaking point.
Episodes mentioned in today's episode:
Tracy's Part 1:
https://www.buzzsprout.com/2093647/15203241
Tracy's Part 2:
https://www.buzzsprout.com/2093647/15243624
Burnout: A Journey Towards Resilience with Amy Schamberg
https://www.buzzsprout.com/2093647/15397720
Burnout: A Journey Towards Resilience with Amy Schamberg 2
https://www.buzzsprout.com/2093647/15544311
Access the Episode Transcript on the TAUGHT website.
Want to Be a Guest on Taught?
We're always looking to amplify fresh voices and real solutions. Email amy@amyschambergwellness.com with your name, role in education or workforce health, and a brief description of your perspective or experience.
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For immediate mental health resources, visit HealthCentral or connect with a licensed provider in your area.
Explore Further:
- Learn more about the Total Worker Health® approach from NIOSH
- Discover Amy’s wellness workshops, coaching, and consulting at amyschamberg.com
- Check out the book that started it all! Taught: The Very Private Journal of One Bad Teacher by Melissa Lafort — Available on Amazon
I didn't hear these conversations before I was burnt out. While I was burnt out, it was only, you know, afterwards that I started really understanding these things. And it all comes down to a choice. Like we have a choice every day. We can be disgruntled and cynical and just be pissed off at our job, or we can choose to find a different way. Maybe that means asking for help. Maybe that means leaving the profession. If that's what you have to do in order to feel better, that's what you and I did. Right, like no one is holding a gun to our head and saying you must feel miserable and you must remain miserable forever and that's a bitter pill to swallow. But I wish someone would have taken me by the shoulders and kind of said like, hey, you have some choices here, because for months for, you know, probably close to a year it's kind of like depression. Right, you feel like you're in this deep dark hole and there's no way out.
Speaker 2:A few years ago, I started writing a fictitious story based on my time as an educator. It is called Taught and the story was partially inspired out of anger and frustration fueled by burnout. Okay, actually, it was more than partially inspired by anger and frustration. But taught has also become a vehicle for me to tell what I thought at the time and in some ways continue to think was and is the real story of teaching. I now realize that my perspective is not everyone's perspective, but there are some pieces of taught that resonated with many educators perspective, but there are some pieces of taught that resonated with many educators. This podcast is an extension of that story and I, a former teacher, will interview other educators, asking them to share how they really feel about the current state of education. Why are so many teachers burnout? Why are so many like me leaving the field? We likely won't solve any problems or come up with any solutions, but we can create a community of voices that maybe begin the conversation around how educators can take back teaching.
Speaker 2:I'm Melissa LaFleur. Welcome to Taught, the podcast. I like to be educated, but I'm so frustrated, I am so excited Amy is here with me again. Folks, I have to say, Amy and I record and we try to stay within an hour, but I could talk to her all day long. If you haven't listened to one of Amy's episodes, here's a little bit about her to get you interested in what she has to say. Amy earned her graduate degree in school psychology from the University of Colorado and worked as a school psychologist in the Denver metro area for over a decade. Now. As a certified functional medicine health coach, Amy continues to work in wellness consultancy roles within educational programs throughout Colorado. She specializes in mental health, burnout recovery and holistic well-being. For the next few months, I and my listeners get to benefit from her expertise in these areas. Amy, as always, super excited to have you here today. Welcome, Thank you so much, Melissa.
Speaker 1:I super excited to have you here today. Welcome. Thank you so much, Melissa. I'm excited for our conversation.
Speaker 2:So a few months ago I did an episode with a teacher. She's actually her official title is social emotional learning specialist and she's kind of in a coaching position as far as districts go and her name was Tracy. Her name is Tracy. As far as districts go, and her name was Tracy. Her name is Tracy. Her whole job is to go in and help teachers who, arguably, are needing strategies around interactions Sometimes it's with students, sometimes it's with colleagues, administration, parents, et cetera.
Speaker 2:However, I would say these teachers are also likely experiencing many of the things we have already talked about in our first two episodes. Those episodes are linked to today's episode, if listeners want to reference them. I would say that many of these teachers she is tasked with helping are experiencing chronic stress and most likely have crossed over into burnout and her role. In her role, tracy stated that by the time she gets called in, it's too late. Now, she meant that these teachers are pissed and disheartened and I realized that, yeah, if any of these districts had sent a coach in to me, I would have said I mean, I'm thinking at the end of my career, the last couple of years I would have said, yeah, too little, too late. But Tracy's amazing and she has some fantastic insights and some strategies. So, even though you know, you and I've talked about this before today, I'd like us to go in-depth about how educators like me, the jaded hard asses, can come back from this. Amy, how do we listen to the Tracys and come back from burnout?
Speaker 1:Yes, I just listened to both of those episodes recently and I've really enjoyed them. So if people haven't heard those yet, I certainly recommend going back and listening to them. But yeah, right, so she's called in and they're just kind of at the end of their rope, and so I think the answer is building resilience ahead of time, and we can talk about what resilience looks like in general and in education specifically, and things that can be done to build that and resilience. It's so interesting. There are certain words that I notice some people just kind of roll their eyes at and shake their head and shut down. Self-care is one of those words, and I think resilience is another one that's right up there, and maybe mindfulness and self-compassion too.
Speaker 1:But I used to be the same way too.
Speaker 1:I can remember I'm going on a little birdwalk here but when I first heard about mindfulness, like 10 years ago, we had this really amazing person come into our school and led a staff training on mindfulness and how we can incorporate that into our lives and our day with our work with students, and I didn't understand what it was, and so I shut down and I was unopened to learning about it, and it took just many, many years of me hearing it from various places outside of that setting, to really become curious and learn about it and understand.
Speaker 1:Mindfulness doesn't actually mean sitting, you know, cross-legged, and meditating for five hours, and I think resilience is kind of up there too. But I think when we talk about what resilience is, it's yes, in a nutshell, it's the ability to bounce back, and that can be really helpful. But there's all these different pieces and parts, these steps that we can take to build resilience, and not saying that personal, individual resilience is the answer to all of the systemic problems that Tracy and you discussed in the episode, because it needs a multi-tiered, multi-dimensional approach on a systemic level, certainly, but there are things that we as individuals can do to help ourselves, kind of buffer ourselves against some of the really challenging situations that we might encounter.
Speaker 2:Yeah, I think that one of the reasons teachers are so resistant to these have become buzzwords, right, we use resilience in place of meaning other things. So, rather than and we use it a lot with students in education we say, oh, we want to teach our students resilience, but what we really want is for them to make a poor grade, want to do something about it and be OK with getting the correction from the educator, or to not make a fuss about something. And that word comes back to us as educators. I know for myself. I've always sat in many of these in services and thought, no, I have a right to feel this way. So I think what we're saying today is everybody has a right to feel the way that you're feeling, especially if you are in that chronic stress, burnout phase of your career or life or whatever. But having resilience is just another tool in our toolkit really 100%.
Speaker 1:Yeah, absolutely.
Speaker 2:So what are the steps that are going to kind of take us from that burnout, you know chronic stress phase, into the resilience mindset?
Speaker 1:You know, just like with understanding, if we're burnt out, it starts with self-awareness. And so self-awareness is really just identifying the things, the triggers that bring us stress, that cause stress for us, that cause frustration. You know that's a crazy workload that is impossible to complete, or student behavior, or new initiatives brought down by admin that are just one more thing to add. You know what are the stressors and how do we feel about those things. So we have to just recognize it. We have to be to use another buzzword mindful of our experience and just kind of like noticing it. And then we need to develop some really good coping skills so we need to be able to problem solve. We need to be able to break down these challenges into steps that feel like we can do something about them, and we need to be open to shifting our mindset. So we need to be open to seeing these challenges from a different perspective.
Speaker 1:When I work with clients one-on-one and you know they come in with challenges I always frame it with them as a learning opportunity.
Speaker 1:What can we learn from the situation? Or if there was a setback, or if something happened and we're not pleased with the way that thing ended, how can we look at that as an opportunity for growth. And so you know, when we're able to kind of look at these challenges as opportunities for growth, uh, when we're able to get curious about how we might approach that uh and solve the problem proactively, um, and then we do. That helps us feel empowered and that gives us confidence. And that is what starts to build the resilience and um, and seeking out social support from colleagues and, you know, friends who aren't going to just go down the rabbit hole of commiserating with us but are also going to be open to some proactive problem solving as well. Right, because we need a balance, we need to feel validated because our experiences and our feelings are important and they matter and they are valid and we need others to validate that for us as well. But then we also need to say, okay, now what can we do about?
Speaker 2:this, those of us that are in that, that burnout phase and and there I mean I was in the building. I was in buildings for five years and I was that burnout teacher and I was not open to problem solving, but I would. I think I would have accepted that from my peers a little bit if someone had been presenting it to me. But that's the thing, the burnout people. We find the other burnout people and we create our little burnout group, A hundred percent.
Speaker 1:And I think that's why it's so important to have this education that you're putting out right now, Because for me I know that I didn't hear these conversations before I was burnt out, while I was burnt out it was only before I was burnt out, while I was burnt out, it was only, you know, afterwards that I started really understanding these things. And it all comes down to a choice, Like we have a choice every day. We can be disgruntled and cynical and just be pissed off at our job, or we can choose to find a different way. Maybe that means asking for help, Maybe that means leaving the profession. If that's what you have to do in order to feel better, that's what you and I did. Right, Like no one is holding a gun to our head and saying you must feel miserable and you must remain miserable forever, and that's a bitter pill to swallow. But I wish someone would have taken me by the shoulders and kind of said like hey, you have some choices here, because for months for you know, probably close to a year I it's kind of like depression, right, you feel like you're in this deep dark hole and there's no way out. Um, and there are so many similarities between burnout and depression, but the the great news is that we do have a choice and there are ways to feel better.
Speaker 1:And resilience is not really one of those things that you start building when you're like down in the dumps. It's something that you start when you're at like a decent baseline, right. So even things like making healthy choices, getting enough sleep, drinking enough water, eating healthy food, getting outside, exercising all of these things that make us feel better, then set us up to deal with setbacks and challenges and really tough situations with more gas in the tank yeah, so we can do these things for ourselves. Like I just think about myself, like when I don't get a good night of sleep, when I've been eating crappy processed food for a week and, you know, having a couple extra glasses of wine, I don't feel that great. My problem solving ability goes down. I'm more irritable, right, Like I just am not. I'm not open to anything new because I can't even. I'm like just trying to get through the day. So it's kind of like that.
Speaker 2:Yeah, and you know I'm. You mentioned all the things that are my go-tos when I'm stressed out glass of wine, chocolate, popcorn, ice cream. But those things I think are very for me, they're temporary right. For me those were about escape. They were not about the problem solving that you just talked about. They were very much a. I'm going to take a break from my life as it is and I'm going to indulge in this really yummy, whatever I'm eating or going out with my friends and having enough glasses of wine.
Speaker 2:However many that may be it's different for all of us, no judgment, but that just makes me stop thinking about all of these things. But then they, like you said, then they come roaring back the next day along with you know, things like gas, heartburn and hangovers which kind of make the situation even more miserable.
Speaker 2:Self-awareness mindset, which also again is triggering it, brought up this idea to me. Well, it's not an idea. This happened at a building that I was working at. I went and did this huge training with some ladies who had worked under Carol Dweck, and I've mentioned Carol Dweck on here before. Carol Dweck, I could only wish that you would listen to my podcast, but if you are out there listening to us, I definitely believe that the growth mindset is something that has the ability to change a lot of things for a lot of people in a lot of different settings and everybody. All of what you're saying and what Carol Dweck had to say we have to this workshop, to the staff, and I was privileged to a year of all of my co-workers coming up to me and saying things like you know, we aren't going to get new school supplies at the end of the year yet, maybe next year. So they used, they pulled out the power of yet and it became this cynical, sarcastic thing that was you know, we don't have any snow days left yet, you know they put, yet on the end of all of these things like you know
Speaker 2:like oh, we're showing you that we are using the power of growth mindset, and it kind of reminded me when you were talking about you know these are and I interrupted you. We've done some of the steps, the self-awareness, the mindset shifting but when it comes to that embracing change and growth mindset, it just made me think you really do have to do that. You have to be in that headspace and if you're not, this is probably not the podcast for you for today. We might have other things on here later, but today's episode maybe not.
Speaker 1:Yeah, and I think that there are also ways to build resilience within buildings too. Like I said before, I don't believe personal resilience is the end-all be-all. It's a it's certainly an important piece of the puzzle, but organizational resilience and changing the culture and, you know, changing just the systems within a building can create a more cohesive resiliency within the staff inside of a building as well. But that's another tangent. And then I think just the final piece on how to kind of build that personal resilience is having goals right. Like we need to know, like what we're working towards, whether that is okay.
Speaker 1:So if the problem is we don't have any school supplies, what are my goals? Like, do I want to create a fundraiser within the classroom? Or are we going to do like, how can I get creative? Or can we have a bake sale and make some money to buy the school supplies? Can we get a local business to donate money for them? You know, can we create some short-term and long-term goals and bring the students into and then kind of feel this sense of accomplishment once that goal is met? Because that's another big piece of the resilience puzzle here is like feeling, feeling a sense of accomplishment, you know, whereas burnout, a characteristic of burnout is reduced self-efficacy. A characteristic of resilience is increased self-efficacy. So it's like two sides of the coin, right.
Speaker 2:So if I can't get whatever my issue is in the moment solved, I believe in my ability and perhaps, if it's within a school building, the abilities of my coworkers and my students, to get this. Whatever thing needs to be done, done rather than the this is just one more thing that we're not going to be able to do.
Speaker 1:That's really huge.
Speaker 1:Yeah, and that's part of that mindset shift too right. It's like that's really huge. Yeah, and that's part of that mindset shift too right. It's like, okay, this sucks, I shouldn't have to be putting time and energy into this. However, this is the thing, and I'm going to take the stance that everything is figureoutable and I am resourceful, and so are my colleagues, and we're going to figure this thing out, but that is a choice, and I understand that that takes energy and that that might not be a possibility if you are already feeling stressed to the max, so completely understandable, but I just want everyone to understand that there are always choices, there are always options. We have the ability, every single moment, to choose how to respond.
Speaker 2:You are so right, and I just want to say I love the term figureoutable, that's a good one. So, and it just occurred to me too that not everything has to be huge, like we don't have to be solving the problems of the world in our classrooms, but we can look at the things that aren't working for us, that are contributing to our burnout. So I'm going to see if I can apply some of the steps here to a very small thing that I know it's been brought up in several podcasts the inability to use the toilet when we need to use it as teachers. So this is what most people would say a small thing, but it is huge. So if I apply the steps, I'm going to be like OK.
Speaker 2:So my self-awareness is it stresses me out if I think I'm going to pee my pants at work or worse, we won't go there, but yeah. So my emotional response is honestly embarrassment. I'm embarrassed because I can't wait until my break or whatever. So my mind shift would be everybody has to go to the bathroom. Would be everybody has to go to the bathroom.
Speaker 2:And while this feels embarrassing in the moment, I need to realize I'm human and I have the same functions everybody else does, and I'm going to take a risk and I'm gonna talk to three people.
Speaker 2:I'm gonna develop my coping skills.
Speaker 2:I'm gonna talk to three people and see if somebody can come cover me at whatever time, and even if I don going to develop a, my coping skill is I'm going to talk to three people and see if somebody can come cover me at whatever time, and even if I don't have to go, I'll go if that person says they can cover me so that I don't have that emergency later. So I've done some problem solving there as well in terms of developing a positive coping skill, terms of developing a positive coping skill, and the realistic goal is that I am able to use the bathroom and not be in an emergency situation for the rest of this school year that I'm working at, because maybe that person's not going to be working there next year and then I will have to. My long-term goal is to make sure I have something set in place every school year before it becomes a reactive situation rather than a proactive one, and I think that meets the final step, which is prioritizing a healthy lifestyle, because my bladder would be empty. So how did I do?
Speaker 1:A plus 100%, yes, yes. And I want to highlight two important things that I heard you say One was feeling embarrassed and two was taking a risk. Those two things are uncomfortable, right, and that is why taking these steps to build resilience are often avoided because there is a bit of discomfort involved. But yet that goes back to the definition of resilience, which is being able to overcome adversity. Right, we can't go through adversity, we can't go through a tough time and come out stronger if we don't experience some of that discomfort. That's right, and so that was a really beautiful example.
Speaker 1:And then, once you've done that in this scenario, right, like you're like oh, they were fine coming to cover me, because they also realized that I'm a human and you know, going to the restroom is a normal human thing. And now I'm, you know, covering for them, and we have this great system in place, or whatever that might be, and you feel empowered and you feel an increase in self-efficacy and your resilience is stronger. So then the next time a problem presents itself that is a bit more high stakes than that you're like you know what? I figured this kind of stuff out before I can do this.
Speaker 2:You know it reminds me of something else that you've talked about. I don't know if we've talked about it in these podcasts, but is this idea of vulnerability too? That risk-taking requires us to be vulnerability, but it is kind of like a muscle when we practice it it gets a little easier to practice Not that I'm not ever saying vulnerable. For people like me, vulnerability is oftentimes not comfortable, but the more we practice it, the easier it becomes and the more we get our needs met.
Speaker 1:Yeah, and I don't think vulnerability is comfortable for anyone, and sometimes it's helpful to take ourselves out of the situation and think about how will my modeling this vulnerable thing be of benefit for others? Right, because everybody's going through the same experience, the same human experience, and so, you know, when we see other people speak up about something that we are also experiencing, it gives us the courage to then do the same. So if we can kind of take ourselves out of it and think about how we are helping others by doing this thing right now, it can give us a little bit more strength in the moment.
Speaker 2:So this makes me think of something too. When I start talking about being vulnerable, I start thinking about my tendency to and I've talked to you about this before. I was that suck it up and push through educator. So I feel like sometimes, when we hear the word resilience and I'm speaking from the educator standpoint here and speaking for myself I oftentimes hear suck it up. Be resilient equates to suck it up for me. So what's the difference between resilience and sucking it up?
Speaker 1:Yeah, Well, let's talk about what it means to suck it up. So, sucking it up means really enduring something unpleasant, so enduring the stress or the adversity without really addressing the underlying root cause. Without really addressing the underlying issue, we're just like, okay, I'm just going to do the thing. So maybe we are trying to avoid conflict or avoid rocking the boat or avoid vulnerability or avoid something. Right, because dealing with the underlying issue causes like it requires us to do some more work, really right? Um, and sucking it up also involves, like suppressing our, our needs. It's a suppression of our emotions, it's a suppression of our needs, um, rather than honoring those needs and and when we suppress, it just leads to more stress, you know.
Speaker 2:Yes, it does.
Speaker 1:Sucking it up often includes unhealthy coping mechanisms, things like denial or avoidance, and that can kind of chip away at our well-being, because that doesn't feel good either. It's like disempowering. I think that sucking it up also kind of leads to stagnation, right? Because rather than looking at this challenging situation as an opportunity for growth, we're just kind of staying stuck and it makes us feel kind of powerless in those challenging situations and oftentimes, when we are just doing it, saying yes, I'll grin and bear it, we are not honoring boundaries. We're not setting boundaries with others, we're not setting boundaries with ourselves, and that can lead to overworking, overcommitting, feeling resentful, taking away from our time to take care of ourselves.
Speaker 2:You said the R word, boy. That was me Resentful. I had a lot of resentment for doing things that were against. Yeah, all that Okay.
Speaker 1:Right, but that's because we suck it up. Right, we suck it up, but internally we're super angry, super pissed off, resentful, and so that's what sucking it up looks like. Now let's talk about, maybe, what resilience looks like, and I think that you'll see the vast differences. So, like I said before, resilience is that positive adaptation to stress and adversity. It is allowing us to grow ourselves emotionally when we recover from setbacks, we increase our emotional well-being rather than suppressing our emotional needs.
Speaker 1:When we are acting with resilience in mind, we are using positive and healthy coping skills. So we're seeking support, we are trying to, you know, remain somewhat optimistic. We are problem solving. We're not suppressing, we're not avoiding, we're not just saying, okay, sure, we are doing the uncomfortable thing, we are putting ourselves out there, we are showing up in a way that maybe is even vulnerable to ourselves, right, because admitting to ourselves that something is hard or just even acknowledging our feelings sometimes can be difficult, even if there's not anyone else around to hear the conversation we're having with ourselves. Right, resilience is all about learning and growing from difficult experiences and that leads to, you know, personal growth, a boundary of their own, and they know when to hold that boundary. And they also make informed, intentional decisions about when they're going to let something cross that boundary.
Speaker 2:Yeah, again, I'm seeing this being a practice, so I really appreciate you breaking that down practice. So I really appreciate you breaking that down, though, because it does make a lot of sense to me how that would build, build, the build resilience. You kind of become a rubber band. You know you can bounce back like you said at the beginning. Bouncing back, yeah.
Speaker 1:So it's like one leads to growth, one leads to, just kind of like, staying stuck really, and I loved the resentment word.
Speaker 2:Oh my gosh, that was definitely me. At the end, I just resented everything. Okay, but so as we close out today, what are your top three suggestions we can start doing today to build resilience in ourself? And I know you've talked about several already, but if you had to pick three things for people like me to start today to be able to bounce back a little more easily, what would they be?
Speaker 1:people like you. What does that mean, melissa?
Speaker 2:People who tend to get a little resentful because they don't. They have not practiced their resilience strategies enough.
Speaker 1:Okay. Well, in that case, I would say start with what makes you happy, like what fills your cup, what makes you feel strong, joyful, capable. What are those things? Is it going for walks every day? Is it spending time with your family, like whatever that is? Identify the thing that fills your own cup and just start doing that, like just that.
Speaker 2:So if I'm in my classroom and I'm feeling ticked off about whatever and the thing that brings me joy is being outside, go for a 10-minute walk on my lunch.
Speaker 1:Absolutely. And, in addition to that, just building in those healthy lifestyle things like when you're not at work, it's kind of like I don't know, let me see if I can give an example. It's kind of like, um, I don't know, let me see if I can give an example. It you know, having a salad with dinner every day has this like cumulative effect of like getting more vitamins and nutrients and minerals right into your body. It protects your immunity in the classroom a couple weeks from now when you've got a bunch of sniffling kids in there. So it's not like this immediate thing, so right, so like daily 10 minute walks, whenever you can fit them in, before school, after school, whatever it's got this like cumulative effect that will start allowing you to feel a little bit more open, maybe more capable.
Speaker 2:Are you saying we can bank resilience?
Speaker 1:capable? Amy, are you saying we can bank resilience?
Speaker 2:Yes, can we bank it? That's exactly what I'm trying to say yes, okay, all right. Now, speaking of bank, now I'm invested, okay.
Speaker 1:I love it. Yeah, so just start with something that brings you joy and commit to allowing yourself to do that thing on a regular basis. And then I would say the next self to do that thing on a regular basis. And then I would say the next, I would say really, it's that mindful self-awareness like notice what's going on, what is going on, what are the triggers, what do you feel after that thing happens? And get curious and get underneath of it. And maybe you can't do that in the moment, so maybe that's a reflection at the end of the day. And you know, I think that a lot of times our go-to thought is well, there's nothing I can do about it. So then my suggestion would be and if you could do something about it, what would that look like?
Speaker 2:It's going to almost always be build a boundary for me.
Speaker 1:So you're right, right and just always be build a boundary for me. So you're right, yeah, so. So before you even, like, set the boundary, though, it's like just thinking about what it would be, yeah Right, so just reflecting, like take five minutes, like what was this thing that really triggered me today? What caused some frustration? What was underneath of that? If I could, you know, make this 2% better, what would that action look like? And then I think the third thing is to just take time also reflecting on success, like when in life have you demonstrated resilience? And like remembering that, because we're especially like when we're kind of in the thick of it, we get this negativity bias and we just kind of see everything is like going wrong, but can you recall a moment at school this year, last year, that you know you were able to problem solve effectively and get your needs met, and just kind of building that muscle?
Speaker 2:I love that. Just a little aside here, my maiden name was bias, so maybe I was just destined to be a little bit negative. I don't know.
Speaker 1:And that's okay as long as you have that awareness right, that's right.
Speaker 2:I've got the awareness. Amy, thank you so much for your insight. If you liked this conversation, but you are wanting more, amy will be providing an online professional group therapy session on Sunday, september 8th, at 10 am Pacific Standard Time, 11 am Mountain Time, 12 pm Central Standard Time, 1 pm Eastern Standard Time and 6 pm Portugal Time. For 20 US dollars, you can get an hour with an experienced professional and avoid the forms, insurance and the other minutiae that can keep many of us from seeking out professional guidance minutiae that can keep many of us from seeking out professional guidance. There is no commitment to do more than that. You can find the link to this session and subsequent sessions at Amy's website, amyschamburgcom, my website, taughtbuzzsproutcom, in today's show notes, on Instagram at amyschamburg or at taught, the podcastcast, and finally on my Facebook page, taughtbyateacher. So if you are feeling the burn of burnout and would like some professional guidance on coping strategies, a safe space to speak your truth or just to see if guidance from a professional might be a good step for you, visit the link at any of the locations and sign up. Space for each workshop is limited, so sign up soon.
Speaker 2:Today's episode was produced and edited by me. The theme music is by Otis McDonald featuring Joni Ines. If you know someone who might enjoy these conversations, please share the podcast episodes as much and as often as you can. It's as simple as copying the link you use to access today's episode and sending it in a message or sharing it on social media. I'm a small, independent operation and your shares broaden our audience. Perhaps you or someone you know will be inspired to talk about teacher burnout. If you would like to get your voice on my podcast, contact me via the link on my webpage. Taughtbuzzsproutcom.
Speaker 2:Coach speaker and author Rashid Ogunlaro said it may take many voices for people to hear the same message. Join me in being one of the many voices rising up to get the message out around educator burnout. This is Melissa LaFleur. Thank you for listening to Taught the podcast. I have an important reminder slash disclaimer to share. The views, thoughts and opinions expressed by the hosts and guests on this podcast are their own and do not necessarily reflect the official policy or position of any other agency, organization, employer or company. Content provided on this podcast is for informational and entertainment purposes only and should not be taken as professional advice. We encourage you to do your own research and consult with qualified professionals before making any decisions based on the information discussed in this or any other episode. Additionally, any opinions or statements made during the podcast are not intended to malign any religion, ethnic group, club, organization, company or individual Listener. Discretion is advised. Thank you for tuning in.