By Kata Baker, Upper School Science Teacher, Head Coach Girls Swimming, Form Three Dean

We talk a lot about “managing” in education. “Good management” is generally held in high regard because it suggests students who achieve this skill are on the path toward accomplishing their goals – and impressive ones at that.

We say that students should manage their time, manage their stress, and manage their workload. This often means juggling several honors or Advanced Placement courses with an elective, Model United Nations, a varsity sport, and theater rehearsals. 

We say that students with good time management skills will be able to research, write and edit an English paper while cramming for a history test and preparing for a debate tournament the next day. We might even describe such students as “managing their stress well.”

Crisis Management

“Management,” in its essence, means “authority.” It implies having control or facing challenging odds and “coming out on top.” By using the word “management” in education, we’re subconsciously acknowledging that there ISN’T enough time, there IS too much work, and that students SHOULD feel an unbearable amount of stress – but that we want them to trudge through anyway. 

Under this mindset, putting together a “successful” four-year education for high-school students requires students to forget about discovering their true interests, abilities, and values, and instead to check off boxes and keep score – courses taken, clubs joined, sports played, leadership positions acquired, volunteer work performed. Students become so busy with everything, that they actually commit to nothing.

Education, when not tended and nurtured with the support and guidance of mindful adults, can easily become a goal-oriented, process-blind way of approaching life. The result is a school culture that values accomplishments over authenticity, performance over purpose, and superficiality over substance. This is not what teachers want for their students. 

Yes, curriculum and classroom lessons should invigorate, challenge and stretch students. Yes, it’s natural there will be time limits; teachers want to make productive use of the 60 minutes they have with their students. Yes, there is a task, a goal – work! And, yes, students will feel challenged. There IS some stress. 

All these things, in moderation, create a joyful, invigorating, and powerful education. But when pressure, deadlines, and rigor become excessive, teachers and students are simply managing.

Mindfulness, Balance, and Self-awareness

The role of teachers, advisors, and parents – the beautiful triangular support system our school provides – is to think mindfully about the life each student wants to live and about how to help each student strive for balance. 

Here’s what I wish for our students:  

• Quality over quantity. Sample, and then choose. ONE THING. Take an A.P. course only if you’re in love with the subject. Commit to one club that you can’t imagine not being a part of.
• Lead with you and your interests.
• Listen to your body. We’re all designed to manage some stress. We naturally respond by releasing hormones that trigger a productive and appropriate response. Stress isn’t something we stifle or ignore, but we have to be thoughtful about how to react to it.
• Learn how and when to say NO. Set boundaries. Set bedtimes. Know when enough is enough. When you decline a request for your time and participation, there’s no reason to apologize. Walk away with dignity and respect for your own well-being. It’s not that you’re not enough; it’s that the extra work and worry are too much.
• Build time into your schedule for the essential three R’s: recreation, refreshment, and rest.
• Do the thing. If you’re gonna’ do it, do it right. Dig in. Work hard, stop wasting time, and get it done. If you’re thoughtful about selecting to do what you love, this will come naturally.
• Choose mindfulness, not management. By seeking an awareness of your true interests, virtues, values – and limits – your experience as a student will be more joyful and rewarding.