What Depression Taught Me

In December 2015, I was diagnosed with emotional burnout / mild depression. My existence was almost unbearable (no matter how trivial it may sound). I was crying 24/7; I felt miserable and hated myself for being weak and pathetic. Life was extremely painful. Everything was painful. Waking up, blinking, breathing. I would not eat for days – just drinking tap water. I would have to make a titanic effort just to open my eyes and get up. The only things that kept me going were my stubbornness and a thought my mom shared with me once about children leaving this world before their parents do being wrong. Every night I would go to bed thinking that maybe tomorrow it will become slightly more bearable. It would not though for quite a while.
I did manage to overcome this. I fought like my life depended on it – and it did, literally. I won that battle.
I am not going to tell about how I felt when I realised that this experience left me completely blank and I had to rediscover myself from scratch. Instead, I am going to talk about what I learnt from it and how it influenced my teaching beliefs.

Back in December 2015, I was not a teacher yet. I became a teacher almost a year after that, in November. In the beginning, I was mostly occupied with sliding into the profession that was new to me and adjusting to it. However, later, after I got into the routine I found myself going through those harsh memories over and over again. I took some time to reflect on it through the prism of ELT. Now, I am sure what I am about to write is in no way new and eye-opening, but nevertheless…

We, teachers, are probably even more vulnerable than people who work in some other professions. We are constantly under the spotlight; we are being watched and evaluated by our students. I am sure there is no teacher who, at the very beginning of their career, never felt nervous or even a little bit scared when entering the classroom. Scared of being judged. Scared of being rejected. Scared of not being liked. Whenever we are not satisfied with our lessons, we jump straight into blaming ourselves – we failed to engage students, failed to think through the lesson, failed to (insert what is applicable to you here). It is always our fault. Or is it?

What depression taught me is that we cannot be liked by everyone. It is simply impossible. There will always be some people who think we are not good enough. The reason is not that we are actually not good, no, the reason is that different people have a different understanding of what is good and what is not for them. We all have our own vision, and other people do not have to match our conceptions. For example, you do not have to match your students’ ideas of what a good teacher is. They might believe that a good teacher is someone who is cheerful and makes them laugh while your personality is calm and serious. It does not mean you are a bad teacher. It simply means that, for this particular student, you are just not what they expected, and expectations do not always meet reality.

Should you try to change your personality and your teaching style to match your students’ expectations? I would not recommend doing so. What depression taught me is that we have right to be the way we are. It does not only refer to our personalities and teaching styles but also to how and what we feel in the classroom. Teachers often tend to hide negative feelings while displaying positive feelings much more openly  (Gates, 2000; cited in Hagenauer and Volet, 2013). What I learnt from depression is that you should not be ashamed of experiencing negative feelings and emotions. You cannot always be positive, cheerful, and happy. There are definitely going to be moments when you feel sad, or irritated, or angry, or disappointed, and it is absolutely normal to feel the whole range of emotions, and maybe sometimes it is worth it to let your students know that you are unhappy with their behaviour or attitude rather than trying to call to their reason in a calm and friendly manner.

Around two thousands years ago, a Roman playwright Terentius wrote “I am human, and I think nothing human is alien to me.” However, I feel that we, teachers, are often pushed to supress our true emotions (and emotions are something very human indeed) and wear a mask in front of our students. Inability to be emotionally authentic leads to emotional intensity and a decrease in workplace well-being (Butler and Gross, 2004; Chang, 2009; Lechuga, 2012; cited in Hagenauer and Volet, 2013). As a result, we might end up emotionally burnt out and depressed.

There is only one way out I see: be yourself. Be your real self. Do not worry about how many students like true you. It is their right not to like you. It is your right to be just the way you are. No one can tell you what is right and what is wrong – there are as many rights and wrongs as people around you. Decide for yourself and be content and happy.

Hagenauer, G., Volet, S. E., (2013). “I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display. The Australian Educational Researcher, 41(3), 261-281. doi:10.1007/s13384-013-0129-5


Co-Teaching: Sharing is Caring

Today I want to talk a bit about co-teaching. I have already tweeted about it, and it seems like different teachers have a different understanding of what co-teaching is, so I decided to expand on it.

Based on my personal experience and some comments from other teachers on Twitter, I came up with this basic classification based on the nature of the actual teaching process (feel free to add more):
1. Independent
Two or more teachers share the same class/course, but teach different parts of it on different days. Quite popular in universities across the world. I had some courses like that (e.g., Scandinavian Historical and Cultural Topics or Scandinavian Literature) in the UoE. I guess the planning should be done collaboratively, but teaching is more or less independent, so that is why I called it that.
2. Passive
Two or more teachers share the same class/course, one is teaching, others are observing and probably making comments if asked. Never experienced it as a learner but did do it as a teacher. Even though the other co-teachers are present in the classroom, their roles are minimised; therefore, they are passive.
3. Symbiotic
Two or more teachers are sharing the same lesson. It means they teach the same lesson together swapping or sharing the stages. Experienced it as a learner during CELTA course and did it as a teacher last August and this week. This one is my ultimate favourite, so this entry will focus on it rather than the previous two.

Teaching Context
I am teaching within a unified curriculum which means that forty teachers are teaching the same lesson at the same time but in different classrooms to different students. Therefore, it is relatively easy to implement symbiotic co-teaching. While there is no opportunity for it during the semester, the so-called Repeating Course (RC) (a special course offered during holidays for those students who failed the regular course in the previous year) often involves classes being combined (due to low attendance) so teachers end up being assigned to the same – newly combined – class. While most teachers choose to implement passive co-teaching and teach every other lesson, my co-teacher and I went for symbiotic co-teaching and enjoyed it a lot.

What We Did
We had to teach the last part of the RC, i.e., five lessons. The first lesson was a review lesson, and since we were new to the students (the previous parts were taught by different instructors), we had to include a getting-to-know-you stage. The review lesson was followed by two regular lessons, one review lesson, and one final test lesson. We decided to do symbiotic co-teaching for the first review lesson, second review lesson, and final test lesson. Two regular lessons were co-taught passively (the main reason behind that decision was that we wanted to observe each other teaching a regular lesson from beginning till the end). Here is how our lesson outlines looked:


Review in a form of “Who Wants to Be a Millionaire?” was our tech innovation. My co-teacher had a template with sound and animation, and we decided to try it out. I came up with some questions related to the skills we were teaching, and my co-teacher added some extra questions and inserted them into the template. For the activity, students were divided into two groups; each group had a small whiteboard, a marker, and a tissue. They would write the answers on the board trying to meet the time limit (5 seconds for easy questions, then 8, 10, and 15 upon achieving the threshold, i.e., the amount in white).
Fishbowl in Lesson 12 is an activity in which student observe each other and then give feedback to their peers.

For symbiotically co-taught lessons, we literally shared the stages and were giving instructions together. While students were doing the tasks, we were monitoring and then giving feedback adding to each other’s words. Together, we were able to give more accurate and detailed feedback.
Although our approaches to teaching skills were somewhat different, we did not have any conflicts or misunderstandings; instead, we managed to combine our strengths and techniques and deliver more effective lessons.
An important thing for co-teaching is for teachers to get along with each other both on a personal and professional level. It does not mean they have to share the same teaching beliefs and teaching principles, but they have to be ready to try new things and learn from each other. Only in this case, I believe, co-teaching will be beneficial for both teachers and students.