Not at all
Rarely
Sometimes
Often
Very often
I find it hard to focus on something for long periods of time.
I have diffilculty reading or anticipating emotions in students and/or colleagues
Students seek me out to talk with me about their personal lives and problems
I can recognize and name my feelings as they happen.
When someone is speaking to me, I listen actively, not worrying about what I'm going to say next.
When I am trying something new and it doesn't work out, I give up easily.
If I have a disagreement with a colleague I will simply not bring the subject up again.
I am willing to model how I feel and how I manage and regulate my feelings with my students
If a student or colleague frustrates or angers me, it takes me time to cool off and move on.
I can listen to perspectives that are different from my own without feeling the need to explain my perspective.
I am good at looking at what is working and what needs improvement in my daily work and habits.
I use a daily practice that allows me to feel rejuvenated or "filled up."
Having the same routines in my classroom every day is challenging and/or unnecessary.
I intentionally engage with colleagues or seek out mentors to give me feedback to improve my work.
Creating meaningful relationships with students is not as important as teaching content.
I enjoy organizing groups or projects for my school and community
I have goals for the future, personally and/or professionally, and know the benchmarks, reviewing them often to adjust and keep them progressing
I find I lose my temper with my students and/or colleagues
My role as an educator has never or no longer brings me joy or satisfaction
If a conflict between students arises, I work to separate them and move on
When I am feeling anxious or upset, I have steps or tools that I use to succesfully calm myself down.
