Book Review: I Love My Job But It’s Killing Me – The Teacher’s Guide to Conquering Chronic Stress and Sickness by Lesley Moffat
Have you read this “International Bestseller” written by a band director?
Where was this when I was still teaching full-time, managing a crazy 24/7 schedule of music teaching and administration, fulfilling a myriad of self-assigned extracurricular activities like band, choir, strings, fall play, spring musical, adjudications and festivals?
How many of you struggle to
- Fall and stay asleep?
- Avoid “brain fog” and exhaustion brought on by stress?
- Alleviate (or ignore) aches and pains or illnesses that interfere with your work?
- Reclaim and maintain enough energy to support your work and family life.
- Resolve feelings that your life is falling apart or you are “burned-out?”
Well, instead of sitting around and whining about your hectic schedule or other challenges in your life, ruining your health, mood, and relationships with your family, friends, and students, or “throwing in the towel” and giving up altogether… take a look at this comprehensive guide to walk you through the problem — “baby steps” towards a complete self-care plan — providing assessments and action plans towards better personal health and wellness.
This blog provides a few highlights from Lesley Moffat’s work. You owe it to yourself to break down and buy this inexpensive and easy-to-read paperback! Although it is meant for individuals who are serious about starting a comprehensive self-improvement project, this book is not long nor laborious! With a supposed “read time” of 132 minutes (according to the back cover), I would devote probably a couple weeks to thoroughly consume it. For even more clarity, I have even taken to reading sections of it to my wife, also a retired music teacher! Both of us have “been there” in coping with many of the issues of job-related stress and life-style choices.
The Why — Chapter 12: “Put on Your Own Oxygen Mask First” (Page 109)
After a quick scan of the first couple chapters, I recommend jumping to Chapter 12 to absorb the priority of “me first” in order to be able to care for others. I love the airline safety announcement analogy about “place the oxygen mask on yourself before helping others.” The central focus of her book, this is something I ignored for 35+ years.
You must take care of yourself. First. You can’t give what you haven’t got.
This is perhaps the hardest lesson of all, yet it is so important. Chances are you got where you are because you ran yourself ragged taking care of other people’s needs. I bet you never said no to requests to be on one more committee, drive carpool, watch a friend’s kids, and every other favor someone made of you, yet I’d also bet there’s a good chance you never take the time to take of your own needs. When was the last time you read a book for fun? Or went to a movie you wanted to see? Or pursued a creative endeavor that made you happy? Or any one of a million things you want to do? I bet it’s been a long time. — Lesley Moffat
The Who — Chapter 3: “My Journey” (Page 15)
What an incredible story! Lesley Moffat gets personal and tells her own tale of total exhaustion, lack of mental focus (she calls ADHD), numerous aches and pains, arthritis, weight gain, bouts of illnesses like pneumonia, restless leg syndrome (a sleep disorder), and migraines, needed medical procedures like back surgery, hip replacement, bunion removal, etc. At times, her narratives are explicit and most graphic.
This profession is hard. Until my generation, women weren’t high school band directors, so there were no role models for me to look up to when I struggled with finding a balance between raising a family and having this career path. I had to learn things the hard way and make up my own solutions when there weren’t resources for me to use. My peer group is primarily men. How could my male band directing colleagues relate to my struggles? They may have kids, but they didn’t have to spend nine months making those babies while teaching (an exhausting combination that cost me a miscarriage during a band trip), and then pump breast milk during their planning periods to feed each of those babies for the first six months of their lives. And how many of them had to ask a spouse to make a ninety-minute drive with their newborn baby in the car behind the school buses where the band had to play for basketball playoffs so they could nurse the baby in the bathroom when they weren’t directing the band? — Lesley Moffat
The good news? Moffat reports that after a long and often discouraging search to restore her health and vitality and “to get back to the job I love,” today she has found peace, health, and happiness, and is back in the classroom with a renewed vigor, on her way to fulfilling her personal and professional goals.
The What — Chapter 4: “Let’s Get Started!” (Page 23)
Lesley Moffat introduces her mPower Method (and a perfection alliteration) of four key components: meals, movement, music, and mindfulness. She says it all starts with administering a self-evaluation called the Mojo Meter (sample of the 40 questions below):
- I have a lot of aches and pains. T F
- I often feel tired after eating. T F
- My memory doesn’t seem to be as sharp as it used to be. T F
- Other people have mentioned that I seem down, upset, or not myself. T F
- I experience a lot of brain fog.* T F
- etc.
*She describes examples of “brain fog” more than a dozen times throughout the book. Do you experience any of these symptoms?
Brain fog isn’t a medical condition itself, but rather a symptom of other medical conditions. It’s a type of cognitive dysfunction involving:
- memory problems
- lack of mental clarity
- poor concentration
- inability to focus
Some people also describe it as mental fatigue. Depending on the severity of brain fog, it can interfere with work or school. But it doesn’t have to be a permanent fixture in your life. — https://www.healthline.com/health/brain-fog
In her Mojo Meter assessment, if you answered “true” to 11 or more of these statements, then Moffat responds, “I know why you are here… It’s time to reclaim your health and energy, so get ready to amaze yourself.”
The How — Chapter 9: “SNaP Strategies” (Page 79)
If you want to change your life, first change your mindset. You can’t find opportunity when you are looking for excuses. — Anonymous
Moffat’s “My SNaP Strategies” (Start Now and Progress) will give the reader examples of ways to develop new skills by changing habits one step at a time. Some of my favorites:
- Take a break from social media.
- Seek out opportunities to compliment others.
- Allow someone to go ahead of you in line at the store.
- Set your alarm for nine minutes earlier and use those nine minutes to listen to an inspiring song.
- Turn off notifications on your phone.
In addition, she urges you to “do the homework” and dive into her Action Plans at the end of most chapters.
More Sneak Peeks
- Using the observations you made in the self-administered Mojo Meter forms, the end of Chapter 5 offers an extensive “plan” for evaluating and removing the foods to which you may be allergic. (See above assessment form.)
- I can heartily endorse her suggestion of using a food journal in Chapter 5, keeping track of every food choice and “how it makes you feel.” My wife discovered her sensitivity to gluten, and removing it from her diet has made all the difference!
- One of her funniest anecdotes described her first-days participating in a yoga class! (Chapter 6)
- Do you have on-hand and regularly use specific self-designed music playlists for meals, exercise sessions, and getting ready for bed? (Chapter 7)
- A simple definition (but not so easy acquisition) of “mindfulness” — “being fully present in the here and now.” (Chapter 8)
- Check out her “advice for driving during rush hour” (Chapter 11), tips for staying calm during all stressful moments: slow down, simplify, sense, surrender, self-care.
- On Pages 9 and 10, there are amazing “before” and “after” photos of the author!
Coda: Summary of Advice for Better Self-Care (Chapter 10)
- Take deep breaths when you encounter speed bumps and stop signs during your daily commute.
- Write a cover page to your syllabus outlining appropriate times and methods for parents and students to contact you.
- Have a work space that is exclusively yours, including a “do not disturb” sign, closed door, and/or noise-cancelling headphones.
- Talk to your boss about reasonable expectations, including how many after-school and evening events are anticipated.
- Enlist the help of others (volunteers, boosters, etc.).
- Start your mornings in a way that charges you up for the day.
- Re-evaluate your work space and make changes changes that will be conducive for more efficiency.
- Plan meals and make time to eat them.
- Stay hydrated.
- Incorporate time to upgrade yourself.
- Ask yourself, “Does this choice align with who I am?”
- Come up with a self-care plan that is sustainable.
This is just the “tip of the iceberg” analyzing pathways for improved health and wellness. We are thankful that Lesley Moffat was so bold and open about sharing her own journey. Everyone can “take home” the causation of being “sick and tired of being sick and tired” and wrap their arms around implementing new strategies towards a happier living!
Author’s Bio (excerpts from the book)
Now in her fourth decade as a high school band director, Lesley Moffat has worked with thousands of people, helping them not only achieve musical goals (including repeated performances at Carnegie Hall, Disney Theme Parks, Royal Caribbean cruise ships, and competitions and festivals all over the US and Canada), but also teaching them how to develop the long-term life skills they need to be successful in the world.
Lesley has been a presenter at the National Association for Music Education (NAfME) and WMEA Conferences, served on the board for the Mount Pilchuck Music Educators Association, and has been an adjudicator and guest conductor in the Pacific Northwest.
After completing her undergraduate degree at Indiana University, she returned to her roots and moved back to the Pacific Northwest, where she and her husband, George, raised their three daughters, all of whom were students in her high school band program. Fun fact: Lesley, George, all three of their daughters, and Lesley’s dad have performed at Carnegie Hall.
PKF
Photo credits (in order) from Pixabay.com
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“bloodshot” by openclipart-vectors
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“emergency mask” by openclipart-vectors
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“checklist” by ijmaki
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“poster” by PublicDomainPictures
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“dialogue” by openclipart-vectors
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“practice” by johnhain
© 2019 Paul K. Fox
Introduction: Striving for the New
Drone Improvisation
In a more recent release of EdNote (July 2018), 
inventors vs. imitators
In the category of “things I wishes someone would have told me before I was hired to be a school music educator,” the inspirational book, My Many Hats: Juggling the Diverse Demands of a Music Teacher by Richard Weymuth, is a recommended “first stop” and easy “quick-read.” Published by Heritage Music Press (2005), the 130-page paperback serves as an excellent summary of the attributes (or “hats”) of a “master music teacher.” Based on the photos in his work (great “props”), I would have loved to have seen Weymuth’s conference presentations in person as he donned each hat symbolizing the necessary skill-set for a successful educator.
Next, I would like to direct pre-service and new music teachers to Case Studies in Music Education by Frank Abrahams and Paul D. Head. This would be an invaluable aid to “facilitate dialogue, problem posing, and problem solving” from college students (in methods classes?) and “rookie” teachers to veteran educators.
His chapters are organized into six tips:
The first thing I want you to do (and you don’t even have to be a member of NAfME yet, although you should be!) is to take at least a half-hour, scroll down, and read through numerous NAfME “Music in a Minuet” blog-posts, bookmarking any you want to return to at a later date. Go to 
now would be the perfect time to explore supplemental resources and get a “head-start” on additional pre-service training for next fall. These tips are especially valuable to anyone entering his/her senior or final year as a music education major, finely honing in and marketing your skills as a professional in order to be prepared for finding and succeeding at your first job.
Mix and mingle to improve your networking opportunities
Understanding specific educational jargon and the latest approaches, applications, and technologies in the profession (e.g. Backwards Design, The Common Core, Whole Child Initiatives, Multiple Intelligences, Depth of Knowledge and Higher Order of Thinking Skills, Formative, Summative, Diagnostic, and Authentic Assessment, etc. – Do you know the meaning of these terms?)
You need to ask yourself the question, “What are my greatest weaknesses in music education?” Or, to put it another way, “What school assignments would I feel the least confident to teach? After earning your state’s all-essential credential, your certificate will likely be general and only say “music Pre-K to Grade 12.” Administrators will expect you can “do it all” – introducing jazz improvisation at the middle school, accompany on the piano or guitar all of the songs in the grades 1-6 music textbook series, directing the marching band at the high school or the musical at the middle school, starting an elementary string program, etc.
Since music teachers are all “fiduciaries” (do you know the meaning of the word?) and legally responsible for our “charges,” wouldn’t it be a good idea to review our state’s regulations and code of conduct, and hear about the challenges and pitfalls of ethical decision-making before we jump in and get “over our heads,” so-to-speak?
ask your cooperating teacher (or his/her supervisor’s) permission. Some school districts have “do not photo” rosters. (However, in my district, only a few elementary students were “on the list” and most defaulted to a “permissible” status unless the parent opted out. The principal’s secretary had a record of all exceptions.) It is also suggested that you focus your camera mostly on YOU and not the students, from the back of the classroom or rehearsal facility (possibly from afar), so that the student faces are not clearly discernible. To respect their privacy, in the recorded excerpts, do not use any segment announcing the names of your students.
According to the above study by Peter Webster, Scholar-in-Residence at the Thornton School of Music, University of Southern California in Los Angeles, “good music teaching” involves the practice and observation of three types of musical behaviors:
Peter Webster’s definition of “creativity in music” is succinct: “the engagement of the mind in the active, structured process of thinking in sound for the purpose of producing some product that is new for the creator.” Furthermore, this is a thought process and “we are challenged, as educators, to better understand how the mind works in such matters — hence the term creative thinking.” (Webster, 1987)
A heighten interest in the young child and invented music notation and their discussion of it as a window to understanding the child’s knowledge (Barrett, Gromko, MacGregor)
Related to this are the issues of teacher control: when do we step in to change something or suggest a new path.
The Common Core
Behavior management, disciplinary procedures (especially preventive practices) and posting class or ensemble rules
However, in the methods classes that come later (perhaps in the second through fourth year?), the basics of “how-to teach” will come. Of course, as you sit in a class teaching you to “cross the break” on a clarinet or play a scale on the flute with good tone, you must also absorb (and remember) the finite steps required in the lesson to pass on this knowledge and skill, not just honk or squeak a few times to master the proficiency exam for yourself.
Of course, these are “trick questions.” The answer should be “I want to teach music,” or even better, “I want to teach children.” In most of the school districts across the country (with a few exceptions in the Midwest and places that accept teaching specialty certification by grade level or subject area), you are licensed to teach music in grades Pre-K to 12. At no point in any conversation with a potential administrator (or colleague who may become a member of the screening committee for a music opening) do you want to be “pigeon-holed,” or give the impression “I can only teach_____.”
Accompany, direct/teach the drama, and choreograph the middle school musical.
Ego and arrogance has no place in the teaching profession. Where did I hear this saying? “The more you think you know, the less you actually know.” Joining a mentoring program or finding a formal or informal veteran teacher “buddy” will go far to insuring your professional success and dodging those first-year teacher “pot holes” (dumb but common blunders) and “rookie blues.”
Retired music teachers are another excellent resource. For example, if you live or work in Pennsylvania, many post-employed PMEA members have placed their name and contact information on the Retiree Resource Registry to serve as willing, capable, and informal consultants for pre-service, novice, or other members recently transferred into a non-major specialty “outside their comfort zone.”
Please feel free to comment on this blog-post. What are your thoughts?
Before long, you will shed the label and function of a “college student” (although still remaining a life-long learner… and never stop the quest for new knowledge and self-improvement!). The focus will shift from YOU to YOUR STUDENTS. The prerequisites for a career in education are unique and do not resemble the same challenges as success in business, manufacturing, retail, service industry, or becoming an entrepreneur, blue-collar worker, or even a composer or professional musician. The sooner you realize these are world’s apart, the better, and now is the time to finish your major and life-changing transformation to… a professional music educator.
Updates self with “constant education” and retooling
Cooperation
National Association of State Directors of Teacher Education and Certification proposes these principles:
Here’s another query. What five groups of people are both “professionals” and “fiduciaries…” and have a legal responsibility to serve the best interests of their “clients?” The answer is… doctors/nurses, lawyers, counselors (both mental health and investment), the clergy, and… teachers. 
Although teachers seem to be the only one of these who DO NOT have formal pre- or in-service ethics training, and our “charges” represent a “captive audience,” our duty is clear: to act as a fiduciary for our students’ best interest, and to create and maintain a safe environment for them at all times.
What do you believe about teaching?
Take time to peruse these and others. Most of these sites also offer excellent examples of personal branding and marketing of the prospective job hunters’ experiences, skills, and achievements… material for our next blog on this topic.
It can’t get any better than this! Probably the most comprehensive one-stop vault of articles and “friends of NRN” sources for further study, the NCN provides an extensive collection of creativity tools: news stories (still current as of the week of April 7, 2017), quotes, webinars, blog-posts, past competitions like the USA Creative Business Cup, and a Board of Directors from across North America including many “giants in the field” like one of my heroes Sir Ken Robinson (California), along with George Tzougros (Wisconsin), Margaret Collins (North Carolina), Steve Dahlberg (Connecticut), Carrie Fitzsimmons (Massachusetts), Peter Gamwell (Ottawa, Canada), Jean Hendrickson (Oklahoma), Wendy Liscow (New Jersey), Susan McCalmont (Oklahoma), Robert Morrison, Scott Noppe Brandon, David O’Fallon (Minnesota), Andrew Ranson, Susan Sclafani (Washington D.C.), and Haley Simons (Alberta, Canada).
According to their website, 
Spark local, regional, state and provincial, and national movements to create environments—in homes, schools, workplaces, communities and public offices—where every person is inspired to grow creatively.
Two years ago, I wrote a three-part series on the critical need, rationale of, and techniques for developing skills in teaching creativity as well as teaching more creatively. I based my compilations on the February 2013 issue “Creativity Now!” of the ASCD Educational Leadership magazine, and passed on the research and insight of creativity experts, self-expression advocates, and/or self-proclaimed ”right-brain” educational gurus 
The continued fixation on “error-free” convergent thinking, a priority of the one-answer-only mentality, baffles me. 1+1+1 does not always equal three. I can give you at least two alternative answers: 11 or 1 (the sum in a binary system for the former and the result of drawing the Roman numeral “I” with one vertical line and two horizontal lines for the latter). This is an example of divergent thinking (“process or method used to generate creative ideas by exploring many possible solutions”), and sits at the top of the charts for higher order of thinking skills (HOTS) and depth of knowledge (DOK). Use of divergent thinking is much more valued in higher education circles, future employment, and especially research and development in a host of careers from medicine to engineering to technology innovation to consumer markets… probably the foundation of future success in our whole economy.
My next blog on the subject of creativity in education will explore additional resources, including new websites and books on the subjects of innovation, ingenuity, originality, and self-expression released over the last several years.
paulfox.blog 