Tag: teaching

Long, emotional post ahead.

This is the most personal blog post I’ve ever written. I’ve recently seen some comments from strangers and well-meaning friends who criticize and doubt the necessity of some medications, especially mood-altering prescriptions. I understand where they are coming from- big pharma is scary, and it seems like some doctors’ answer to everything is to indiscriminately feed us more and more pills. Yet, as someone who comes from a family with many mental health struggles, and who has battled some of my own, I want to share my own story.

I’ve had anxiety since I was a teenager, but it got steadily worse in my early 20s. Despite living a privileged life surrounded with wonderful and supportive friends and family (including pets!), I had these “monsters” holding me down.

This is a poem I wrote during that time:

Traveling became more anxious than fun. I still didn’t have my licence because I didn’t have the confidence for driving. I was socially awkward and quiet, feeling overwhelmed with the world before I even got out of bed in the morning. I worried endlessly and catastrophized everything, anticipating the worst possible scenarios for just about any situation.

In my practicums while completing my Bachelor of Education, my anxiety reached new and debilitating heights. The pressures of being a teacher- the professional expectations, the perpetual donning of the “Teacher Hat”, and the reality of being at the front of the classroom, began weighing on me heavily.

I spoke with a counselor in university, as well as my doctor, and decided I wanted to first try to deal with it on my own- I learned a lot of stress-relief methods and breathing exercises, and they were helpful at the time to some degree. Dustin, my then-boyfriend-now-husband, was also a voice of reason who helped to talk me down whenever I went into full-blown panic mode.

However, my anxiety became extreme 2014-2015 during a particularly tumultuous time in my life, which included a 9 week teaching practicum that I now refer to as my “hell practicum”. I had struggled with previous practicums teaching grades k-3, so I decided to focus on my strength (language arts) and try teaching LA 7-9 in a middle school setting, hoping that it would be easier on me for the final stretch. This decision was a terrible mistake.

For the most part, it wasn’t the students that got to me- it was my mentor teacher. She was a no-nonsense authoritarian type who sensed my weakness and couldn’t understand where I was coming from. She didn’t know that I was at my lowest point mentally, and because of her open criticisms of other students and teachers, I didn’t feel like I could open up to her about it. By this point in my life I had already internally decided that I wanted to leave teaching and pursue Librarianship, but I still had to make it through the final practicum to get my bachelor degree.

My mentor teacher seemed to take a boot-camp approach to shaping me up to her liking, and I was simply unable to handle it at the time. Her tough-love method pushed me farther into my shell. She gave me armfuls of marking to do and little guidance for teaching her classes or using her rubrics. My inefficiency in her classroom was amplified by the fact that, since she taught only one subject, she had a rotating roster of students visiting throughout the day, and I had over 150 names and faces to memorize if I wanted to be able to communicate effectively with her kids. The students also sensed my submissiveness, treating me like a substitute teacher whom they thought they could fool, swapping desk assignments, protesting “our teacher lets us do this!” and so on. It was a recipe for disaster.

I was having silent panic attacks where I led the class on uninspiring lessons that I could barely remember teaching afterward. My appetite disappeared- I had trouble swallowing food and would often begin to choke. I was administered a barium swallow test, but the doctors couldn’t find anything wrong and attributed it to stress. I lost over 35 pounds (NOT in a healthy way- to this day I have a rare Eustachian tube disorder that I developed from losing so much weight so fast), and I had so much tension in my body that by week 3 I had to wear a back brace to the classroom to make it through the day. I tried to put on my best “fake it till you make it” facade, but I was not fooling the middle schoolers, or my mentor teacher, one bit.

My mentor began getting more agitated with my insecurities and vulnerability in her classroom. Things were not working out. She began gathering evidence of my shortcomings by secretly filming me as I taught, and spying on me through the classroom window when I thought she was leaving the room for a bit. Afterward she would confront me and say things like “I was watching through the window. What did you do wrong?” and I usually knew exactly where my shortcomings were: “when I was talking to X I had my back to the rest of the class, so they started acting out” or “Y wasn’t paying attention and when he didn’t listen to me I didn’t discipline him.” Exasperated, she would say “So if you know that you are doing it wrong, then why do you do it!?” My mental health was so frail that I couldn’t stand up for myself with these middle-schoolers, or their teacher.

I remember one evening when I fought back tears the entire bus-ride home, and when I got to my apartment I collapsed on the floor, bawling, my poor dog curling herself around me in concerned confusion.

Dustin was working night shift during this time and was gone before I got home, so I barely saw him back then. I would cry as I worked on lesson plans and marking into the wee hours of the night, and drink  copious amounts of wine to help me calm down and finally fall into a fitful sleep. I’d be gripped with terror when my alarm woke me, dreading going to the school to teach. My bus ride was slow torture as it carried me closer and closer to the school. I was on the brink of a total breakdown.

Finally, my mentor teacher couldn’t tolerate me anymore, and filed a Notification of Concern to the University. Crushed and ashamed, I remembered the pre-practicum pep talk we had gotten from our academic advisors months ago, where they briefly discussed Notifications of Concern with the caveat “but don’t worry, nobody ever gets those!” I guess I was the exception.

Even though I thought I didn’t have it in me, I put on an even stronger fake-it-till-you make it face, trying even harder to buckle down and push through the final two weeks of my hellish practicum. It didn’t work.

My teacher backed out and said she didn’t want to complete the practicum, as was her right to do. I called Dustin, sobbing, and said “it’s over.”

I don’t blame my mentor, or wish her any ill will. She was just doing what she thought to be best for her students at the time. She has a teaching style that is the exact opposite of my own, and we didn’t mesh well together. Combined with my mental health issues, it just wasn’t working. And that’s ok. I wish her all the best, and I’m sorry that I put her through that stressful time, too.

Even though I was done, and I was exhausted and telling everyone DAMN THE WHOLE DEGREE, I’M FINISHED, my academic advisors wouldn’t let me quit. They defended me to the university, fighting for me, presenting my case as a hard working student who had a practicum assignment that just didn’t work out. Since my previous practicum mentors had given me good reports, and academically I was ready to graduate with distinction, I was allowed a replacement practicum. I owe my advisors so much.

Somehow, with the support of many people, I found myself in a new placement with a wonderful and supportive grade 1 mentor teacher. She was so kind, so understanding, and so helpful. She really saw that I had experienced something personally traumatic, and wanted me to succeed. She did things like recommending certain items at the library that might be helpful, and loaning me a class mic so that I wasn’t straining my voice so hard when trying to get the attention of the kids each day. This teacher was a lifesaver for me.

It was still hard for me because I had zero confidence after the hell practicum, but I had moments where I really enjoyed teaching those kids with my new mentor.

Although I didn’t think I could possibly get through a 7 week replacement practicum in such a devastated state, I did finish and graduated with my B.Ed. I remember coming in one day during the last couple weeks of my replacement practicum. I had told my mentor teacher that I had to leave a little bit early that day for graduation ceremonies. I started crying when I walked into the classroom. She had decorated the room for me. She told the kids I was graduating and they brought me flowers and little gifts. They said “Miss, show us your hat!”

And so, finally I had graduated. I felt great relief, but my heightened anxiety remained. I opened up to my doctor about the anxiety I had experienced, and she prescribed antidepressants. I was surprised and confused, because I didn’t think I was depressed. She explained that anxiety and depression were on a sort of spectrum, and that some of the symptoms I had been describing were indicative of depression.

I felt a bit wary of pills, but she thought that the right medication might really help with both my anxiety and depression related symptoms. So, I decided to give it a go.

It took some time adjusting and trying new dosage amounts, but once I figured out what worked for me, it was a truly life-changing shift. I didn’t realize that I was being held down so much until I was lifted up. I hadn’t realized that I could exist in this state: energized and happy throughout the day on a regular basis. Waking up optimistic instead of melancholic. I started feeling the way I used to feel before I knew crushing anxiety.

I can recall a flashbulb memory from when I was a teen. I can’t remember the context, but I wasn’t being myself, and my father asked me “what happened to my happy-go-lucky Shauna?”.

I don’t know what happened to her or where she went for so long, but I finally found her again.

I wish I had tried medication long before my practicums. I truly believe that I would have had entirely different practicum experiences. I never would have believed it, but in the 3 years since I graduated, I’ve accomplished so much and journeyed willingly outside of my comfort zone. I’ve traveled by myself to Toronto and enjoyed every minute of it. My hubby and I went to Japan and I wasn’t anxiously anticipating problems to happen, I was just freely enjoying myself. I’ve taken on new projects at work and am even speaking at conferences now! I never thought I would be excited to present to a room of strangers, but here I am. I’m starting my MLIS program in the fall and I am going to be a librarian.

Although I didn’t end up going back into the classroom, my experiences finishing the B.Ed gave me tons of skills that I will carry with me into the future. And, my respect for teachers is higher than it’s ever been, because I KNOW how much you do, how much of yourself you put into your work, and how draining and exhausting it can be sometimes. To anyone reading this who dedicates themselves to an intensely emotionally and physically draining job like teaching, if you are struggling you aren’t alone. You do so much. Take care of yourself.

Lastly, I just want to say this: medication is not for everyone. Anyone who has questions about medication should talk to their doctor. Every medication and dosage affects every person a little bit differently. I was lucky that I found something that worked for me. For some people, the medication I am on makes things worse. Some people get by without medication. Yet, I will never feel ashamed to say that I take medication for my mental health, because I am living a much fuller life with this stuff.