finetunedclass: The Essential Skill of Vacationing Well

The Essential Skill of Vacationing Well

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Introduction:

It no secret that Americans are terrible when it comes to taking vacations. Data and research time and again pay testament to the reality that as a culture we fail to take all the vacation days we are due. Even when we do we all too often take our work with us tethered electronically to our work lives and all the stresses and pressures that we are supposed to be getting away from. As a result, research would suggest that we suffer physically and emotionally as a people, doing great harm to ourselves in the process (Dickey, 2015; Von Drehle & Tulshyan, 2010).

It is also true that the topic of summer vacation is a point of serious and ongoing research, debate, and contention in American culture and education. Many studies have shed light on the negative impact that extended periods of time have on students of all ages. The reality of summer “brain drain” though runs directly into issues related to cultural norms, the physical and labor realities of extending the educational year, as well as a myriad of other issues. For at least now, the reality is that for many American students, and their teachers, summer vacation is a fixture on many school calendars (Dickey, 2015; Von Drehle & Tulshyan, 2010).

There are of course a variety of ways for educators to approach vacation time. For many it is a time for educational pursuits (i.e. college course work, workshops, symposiums, etc.) that are far more easily engaged in than during the busy school year. Summer travels/activities might also be learning experiences as educators visit sights and engage in activities which support subject mastery or build background knowledge or expertise. For others, it is a time to take on second jobs, or summer work to supplement incomes restricted by the dynamics of the education profession. If though, the opportunity affords itself for actual time away the question becomes how best to spend that time? The reality is that vacation time well spent can positively impact professional practices once the busy school year begins again. This is to say, your student’s achievement and advancement might well rest on how well you spend your vacation time during the summer weeks off!

Vacation considerations and best practices.

There are several things to keep in mind if you are fortunate enough to get away from ongoing studies or work and truly want to refresh and replenish yourself.

· Purposefully disengage: As noted earlier, we as a culture often remain tethered to our workplace (or other aspects of our busy lives) via technology. It might not seem possible, but it is deeply impactful when those who are away on holiday actually get away, purposefully seeking to disengage with those stresses that are common to their daily work/lives. Unplugging and disengaging from stressful communication pathways is vital (Lovett, 2004).

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· Consider how long is the right amount of time away: Plan enough time away to disengage and refresh. Some research suggests that only a couple days away might not be enough, whereas the benefits fits of vacationing begin to diminish after 8 or more days. Too little time and the benefits of time away is not realized, but longer isn’t always better. There is also research suggesting more frequent short vacations of a week or so might be more helpful than longer trips. Typically, the benefits of time off diminishes within three to four weeks upon return to the routine.

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· Plan on engaging in activities which are relaxing: This doesn’t always translate to time sitting on a beach (although it could!). For some climbing a mountain is the type of engagement with relaxes the individual, providing the disengagement with the normal life/professional stresses which prove so taxing (Soojung-Kim Pang, 2016).

· Consider where and with whom your vacations are spent: At times where we go and with whom we go or visit can be more stressful than our professional lives. The last thing the busy educator needs is to come back to the stresses of a busy academic year more exhausted than when they left. Careful consideration of traveling companions and destinations are in order (Lovett, 2004).

· Look to refresh physically and mentally/spiritually: The calling of education calls for teachers to serve and meet the needs of others constantly, often at their own expense. As such teachers, can become depleted in body, spirit, and soul. Make sure to plan time to refresh and recover physically. Take time to engage in activities (or lack thereof) geared towards mental and spiritual replenishment. Don’t be afraid to plan time to just be lazy, or relaxed, or just sit under a tree and enjoy doing nothing but thinking (or not!) (Jabr, 2016).

Conclusion:

Americans embrace a culture which worships “busyness” (Jabr, 2016). We worship at an altar which driven in part by our Puritan roots, which believes as long as the individual is busy at something, it is good and beneficial. The problem with life practices which rests solely on such a perspective is that is ignores the reality that we are also physical beings who need rest and replenishment. Such refreshment is in fact foundational to effective professional (and personal) engagement. Exactly how teachers/educators choose to vacation is as varied as those embarking on such restorative journeys. Yet, it is vital that vacation time is used mindfully and purposefully so as best replenish and restore the educator for the work which lies ahead. The reality is that your students’ achievement next year, might well depend on which beach you choose to vacation on this year.