I am about to become an adjunct at my graduate alma mater for the first time, and the pressure, anxiety, and a hint of imposter syndrome are palpable. These feelings, though common, often complicate the job. When a great opportunity arises, it’s typical to focus on potential negatives rather than embrace the growth it might offer.<\/p>\n
Often, we act as our own mentors and heroes, thinking, “I can incorporate this,” “Assign this 1,000-page book,” or “Cover this topic quickly.” While this shows a willingness to learn from others, it’s crucial to establish your own teaching identity. Whether you’re new to teaching or have decades of experience, it\u2019s important to avoid toxic productivity, which starts with setting high expectations.<\/p>\n
Therapist and author Israa Nasir defines toxic productivity as an obsession with maximizing every hour for results and productivity, describing it as unhealthy when it crosses certain intensity or frequency thresholds. Educators often focus on designing outcomes and achieving productivity, prompting reflections on what can be controlled or influenced, and which habits are beneficial for success.<\/p>\n
If the semester begins with unchecked urgency, stress and anxiety can lead to poor practices like frequently changing syllabi or inconsistent teaching. McLean and Jones highlight the need for educators to develop emotional regulation skills due to their impact on students’ learning. This is not an order to suppress emotions but a reminder to view goals as learning experiences.<\/p>\n
Toxic productivity can also stem from institutional environments lacking clear work parameters and expectations, leading to vague goals for faculty. When institutions foster toxic conditions, it negatively affects teaching, the educator’s vocation, and student outcomes. Faculty need flexibility and support to maintain healthy educational ecosystems.<\/p>\n
This is not a drastic warning but a call for reflection on why teaching began in the first place. Expectations should support change rather than cause harm. Without clarity on priorities, educators risk becoming competitive rather than collaborative, and numb rather than engaged. Numb educators might speak, but they struggle to teach effectively.<\/p>\n
Productivity is essential but must be balanced to avoid intense competition that blinds enjoyment of the process. As a traditional prayer suggests, avoiding the temptation of toxic productivity requires steps like reminding faculty that goals can change and recognizing the messy nature of education and learning.<\/p>\n
Institutions should redefine faculty expectations, connect with educational developers, and mentor faculty at all stages. They must rethink assessment tools and acknowledge personal and professional efforts. Dr. Daniel Andr\u00e9s Rivera Rosado, who holds a PhD in Education, emphasizes the importance of a balanced and fulfilling educational journey.<\/p>\n