 Rwy'n meddwl i'r ysgolion. Rydyn ni'n meddwl psychoterapi. Rydyn ni'n meddwl i'r cymdeithasol. Rhywbeth mewn gwirionedd, yw yrwnghweith, a'r ysgolion. Rydyn ni'n meddwl i'r ysgolion. Rydyn ni'n meddwl i'r ysgolion yn y ddweud o'r cyfnod. Rydyn ni'n meddwl i'r ysgolion. Rydyn ni'n meddwl i'r ysgolion, gan ystod ychydigau i'r hyn. Rydyn ni'n meddwl i'r hyn ar gyfer dod i'r byw yn ysgolion. Rydyn ni'n meddwl i'r creeping i'r hyn. Rydyn ni'n meddwl i'r hyn ac i'r hyn yn gwneud eu cynnwys cymal. Dw i'n meddwl i'n meddwl i'r hyn nodi sylweddau. Rydyn ni'n meddwl i'r hyn amwysig o yourgau gyda'i sydd ar소odiadau sydd fydda i wych yn ddreddu. Rydyn ni'n meddwl i'r hynny, Ac mae'n trafnio achos taeth yn gwrthdyn nhw, mae wedi dweud, mae'n trafnio,Music. Mae'n trafnio ar dryfu. Mae'n trafnio'r thym ni yn ddullol, mae mae'n trafnio ar dryfu. Mae bwysig yn ymgyrchu, mae'n trefnio. isnir ychydig ifyn yw yn undogio gweithio'n gweithio'n gweithio'n gweithio'n gweithio, yno'r antherfyniadau ymlaen. Gwyddoch chi'n fydd y rhan yn fawr i fynd jeithio gyda fi d pulseid y byddai. Fel i chi weithio'r sidd yn bros, mae'n gallu unrhythm ar ddoedd eich dyfgrifennu, ac mae'r ffunctiwn eich llwn yn llawer i'r ffunctio'n ysgrifennu. Mae benodol yn eich ffaint. Fyddwn dyna y effaith ymlaenys i adnod yr exaith, a oedd yn edrych yn ymluio. Gwysigad wir yn y same. Felly, yn ymluio mwy oedd y cael y bydd yn ei wneud y sydd yn ysgrifennydd. Sir, fydden ni dyma'r ffrifennu iawn i'ch yn ymluio. Ychydig ymluio ymluio, gallwch arwch, o fynd yw'r lleiddiadau ac yw'r lleiddiadau Brynys. 통od. Mae'r lle'r eich bod hyn yn rhoi cymdeithasol o, gwybod, rwy'n creu, ond rwy'n iawn i mi. Felly mae'n ei ystyried ar y gofynau. Mae'n rhaid i ddweud o'r rhaid, mae'r bod yn rhaid i ddweud o'r lle mae'r llwydo yn rhaid i gyd. Rhaid i ddweud i gyd, a'r bobl yn rhaid i gyd. Mae'n bobl yn ddweud ond mae'n cael ei ddweud i'r llwydo o'n cael ei ddweud i ddweud i ddweud i gyd. ac mae'r wneud yn ymweliad yn cyfgelf. A mae gennym ni, dwi'n fwy o'n meddwl i ni'n amser. Mae'r ffiyth. A'r dyfodol yn y cyfwil, mae'n gweinwch. Mae'n rhaid i'n ddiweddwch y cyfwil, mae'n ddiweddwch wedi gweithio, ond mae'r ffiyth ystafell gyda'r cyfwil ar gael yr hyn yn cyfwil. Felly byddai'r ffiyth. If you are feeling unhappy about something, perhaps you can relate it to something that happened previously. You can see the signs of the cycle and that can be a means to stop it. Now, a few mindsets that lead to stress and anxiety, not directly related to teaching but related to life in general. The first one is called catastrophising, which means it's going to be a disaster. Fearing the worst, getting yourself worked up, this is going to be terrible. They're all going to laugh at me. I'm going to fall over. The trousers are going to fall down. Everything's going to go wrong. Catastrophising, kind of feeling, fearing the worst. Another one is personalising or externalising, which will be personalising and kind of blaming yourself. Why do I always do this? It's so silly of me. My fault. Externalising would be kind of putting the blame on someone else. It's the director of studies fault. Why do you give me that class? That student is always turning everyone against me. Kind of putting the blame either fully on yourself or fully on someone else when the truth is always somewhere in the middle. It's never as extreme as that. Mine reading is another one whereby you decide that people don't like you maybe or you decide that other students hate me. How do you know they hate you? I just know. Do you really? Have they said that they hate you? Have they done something to suggest that they hate you? You don't know what someone's thinking. You're really done. As much as you like to think you do, you don't. Mine reading is generally taken on board in a negative way. You presume the people are thinking things about you, which might not be true. Two other ones. All or nothing thinking is either everything is great, the class went brilliantly, or the opposite, it was a disaster. Nothing in between. Again, no compromise. All or nothing extreme thinking. The last one, spelling is important. That's a U by the way. Mustabation. I wouldn't encourage it. Mustabation is kind of a thing where things must be as you want them to be. I would have so shared it in a teaching sense of, oh my God, the printer's not working again. I need that copy. I must have that copy. If I don't, the world's going to end. This disaster. In reality, of course, it won't. This happened yesterday. You got through the class then. It's the same with all of these. It's like trying to be a little bit rational about it. If the photocopy doesn't work, if you miss the bus, you will survive. You're not going to die. You'll get through the class, you'll get through the day. These kind of mindsets are liable to induce stress and anxiety. We all use them, but it's being aware of them, I would say, at the first stage. Now, why is teaching stressful? Now, I'm just going to have a few reasons why I would say teaching. Obviously, it's also a stress that teaching is a very enjoyable job. I think most of us like it. That's why we do it. Students are 99% nice. Teachers are generally a fairly nice bunch. I've worked in an office. I wouldn't say the same in all jobs. Just a few things there. I would say you're overworked. We are overworked. I would say quick show of hands. Who works during the lunch break? Everybody. It's ridiculous. We all work too hard. Always being on. The students expect you to be Bruce Springsteen or something when you come in the classroom. You can't come in feeling a little bit low on energy or a little bit hungover. A little bit down, nothing. There's no mercy. You kind of feel that you've always got to be on your game, which again is not the same as other jobs. You can go out for a cigarette. You can fall asleep in front of the computer. You can't do that when you're teaching. This one, I think a couple of people might recognise that letter. That was the note on the door, I think, of Grafton, if I'm not right, if I'm not wrong, saying that the job at the school was closed. Written in, I don't know, intermediate, pre-intermediate level English. That says about the school. It's a reality that teaching is not a particularly secure position, a secure profession. We all thought this thing of schools closing was over. It's not, it seems. Once again, that kind of fear is there that your school could be the next one to close. Job insecurity is a real thing, and that also depends on student numbers, things like that, which other jobs are possibly going to worry about. The last one, kind of related. We're not very well paid, let's be realistic. Nobody comes into teaching to get rich. Your friends are off booking holidays. Usually we're waiting to the end of the month to get paid. That's quite a few reasons. Waiting for the boss, the owner to pay you at all. Some of the reasons why teaching can be stressful. Just a few coping mechanisms, which again I would say are theoretical. Obviously you can't always do these things, but at least be aware of them. The first one I want to say is time management. Again, a lot of great ideas are here about lessons, but I think what everyone should be aware of is you can't spend all day planning a lesson. Give yourself a time limit. I would say half an hour or an hour or whatever it is. It's up to you, but it's only all day planning a lesson. You're not getting paid for it really in most schools anyway, if you really tot it up. Also the resources. It's great to use other resources, but you should put a limit on it. Of course books are often boring, but don't spend your life trolling the internet trying to find something better. It's great for the students, but think about yourself as well. You've got self-care is so important, which relates to that. I've done that as well. I'm looking for a picture of something. I'm going through the internet and that's not good enough. Really, the students are going to look at it once and forget it. Look after number one. The next one is I would say being kind to yourself. It's like the inner voice inside you, giving out to you. Why did you do that? How did you forget that? What did you say that for? This kind of a thing, which again is not related to teaching specifically, but I think we all do it. The tip I always give is that imagine someone else saying it to you. The next time you're telling yourself, God, you moron, why did you do that? Imagine your friend telling you, you're such a moron. You wouldn't accept it. You wouldn't tolerate it. You'd tolerate it to yourself, but you wouldn't tolerate it from anyone else. It's not logical. Just be aware of when you speak to yourself, speak to yourself in a nice way. As you would speak to other people. The third tip I would suggest is trying. Again, it's another thing you can just do, but you can try, at least be aware of it, to exist in the moment. Anxiety and stress, if I were to say, what makes you anxious about teaching? Can anyone give a quick example? Anything that makes you anxious or stressed when you teach? Students using their phones, for example. Students using their phones, yeah. That's a terrible example. Why do you say that? What I was looking for was things that don't happen now. That makes me angry. Because the point I was leading towards in this air, anxiety is mostly related to the present and the past. You're thinking about things that things get to be or have already happened. If you can just accept that If I'm doing this now, there's no point worrying about how I annoyed the DOS yesterday, or how I shouldn't have said it to that person, it doesn't help Obviously it doesn't stop you doing it, but it doesn't help Apart from the mobile phone that was in the classroom, for example So ein cyfnod deall hwn i'w gallwch wedi'u bod yn syniad lle i'r callwy gyda cael mas y ffordd am y clywed y holl y mynd i'w dysgu'i'r holl, ond hwn i'w ddechrau bod yn bufodeg, lle i'w ddechrau, bod yn lliwch yn yr ydych chi'n gwaith. Llywodraeth a mynd bwerg ychydig yw – mae'n bwysig yw'r hyn, yw'r ffordd ychydig. Mae'n bwysig hirbwyr. Mae'r hyn yw'r ddylchies yn meddwl bod y mae'n meddliadau sydd wedi bod ar gyfer'i meddwl. Ond yn mynd i'r hyn fe ddim yn dod. Meddwl, mae'r meddliadau fel y peth yn snod ay wrth gwybod. Mae'r meddliadau yn meddliadau fel ystyried ddim yn meddwl ifanc wedi bod yw'n meddliadau. Rwy'n mewn cyff jotka mae lad godi ar ei wneud, ac mae'n meddliadau eisiau o bobl. Roedd mae'r meddliadau yn meddliadau i amser i wil thighs o'r casn. ond y gallwch chi'n gwneud hynny'n ddifudio'r ffordd, neu'i ffordd yn ffordd. Rwy'n meddwl y cwmbrifol ar gyfer, ond yn gwneud yn cychwynhwyr, ac mae'r ddweud yn sanffau'r ddweud. Mae'n ffordd unrhyw, rwy'n ei wneud drwy'n gwybod, ond mae'n mynd i'n ddechrau, ychydig arddugon ni sydd yn ma Nit eich feddwl, yn ychydig yn cael ei fod i'r byd ymlaen, yn gallu gallu gallol i ei fod yn oed yn ymgylchedd i ni a pheswch peddwch chi i fy wneud. Felly mae'r meddwl wedi'i'r meddwl hyn ar gyflen. Ac ydych chi'n fawr i, gallen Hyfrwyr Moryn, gallwn mynd i chi'n eich meddwl yn meddwl hwn, am chi'n edrych yn hyffordd yn cael y cyfle i fyng. 3 o 4 min, dwi'n cael ei gweld i'r iPhone oherwydd mae'r wneud i'w gwahau. Rydyn ni'n gwybod i'r clasrwyng. Fyddai'n gwybod ify ffordd o'r rhan o'r pethau o'r cyd-doedd. Yn y ffrif, mae'r dweud o'r ddweud o'r ddechrau,