How can teachers build resilience to overcome criticism?

I think the first thing is understanding that criticism is a part of growth. It's not always about you personally, but rather about the action or method in question. You should also recognize the difference between constructive criticism (meant to help you improve) and destructive criticism (which may be based on personal biases or misunderstandings). It might help to reflect on your teaching practices regularly. By being aware of your strengths and areas for improvement, you can anticipate some criticisms and proactively address them. Finally, you should accept that no one is perfect. Everyone makes mistakes, and it's okay to acknowledge them and learn from them.

Emotion and ego are the enemy. There are three rules in education that have served me well: 1. Don’t take it home 2. Be weirder than the kids 2. Never, ever, take anything personally.

I have been teaching for 20 years now. I have realized that when I give my best (honestly I am never satisfied with my efforts:)students can sense it. Then, their criticisms are always genuine and it is for me to work on it.

In my experience, Be mindful of criticism, but do not take it personally. If the critique has value or is true, make an effort to grow from it. If not, just brush it off of you!

Criticism is directly related to your efforts for good work. when you are on the path for good and constructive contribution the reaction from lazy and negative people is criticism. The leaders acknowledge even opponents' good work and set a new target for him/ herself. Thus when you hear criticism control your emotions and stay happy in mind that even opponents are following you.

The best thing I ever did for myself personally and professionally was yoga teacher training. The insight that I gained about my Self and other people was priceless. I went on to specialize in Yoga Nidra and Yoga Therapy. I start teaching at a local yoga studio in a few days, and I would love to have a class full of teachers. Regulating the nervous system and tapping into the rest and digest state does amazing things to decrease stress. Especially stress from critics. Yoga practice peels away the armor built up over years of defense. You discover your true Self, and become a more confident person. I found that the more confidence I had, the less I cared about critics. ????????♀?

Criticism can be an excellent source of feedback if it's from a genuine source and provided constructively. Even if it's not provided constructively (it happens many times as feedback providers may not know how to be constructive), there may be some useful insights to learn from and act upon.

You cannot control what another person thinks about you. Criticism can build or destroy you depending on your perspective. Instead of degrading you or blaming yourself, ask yourself the lesson you have learned from it. Focus on the NOW and the action to take

Criticism is a reaction to a specific action or behavior, not a judgment of our personal worth. Aim for comprehension. This shows a willingness to understand their point of view. Reflect on the criticism. Evaluate its pertinence. Identify particular suggestions that can help you improve. Emphasize the positive aspects of the feedback. I remind my students, if I'm "nitpicking", it's because they've inspired me to expect more! Respond gracefully rather than reacting. Thank the person for expressing their perspective. Use the criticism as a catalyst for change. By taking action, we demonstrate our readiness to learn from the criticism. Leading by example is one of the most authentic things we can do for our students.

Self care and growth prospect should be maintained in order to become resilient towards criticism. Apart from that the students whose results speaks for themselves ,shows the efforts of the teacher made in the background

In my experience, it helps when I set a time daily (e.g., extra time at home or on my commute home) to really reflect and think about what was being shared/feedback on and then deciding my next course of action to do better

Principle: 'Eating the Meat and Spitting Out the Bones' "As a former educator, I've faced my share of criticism. 'Eating the Meat and Spitting Out the Bones' resonates with me beyond the classroom. 'Eating the meat' is embracing constructive feedback, a foundation for personal growth. 'Spitting out the bones' is discernment—ignore negativity and outdated views. Preparation and understanding evaluation metrics are crucial. Focus on 'eating the meat' for growth. Balancing these aspects is a lifelong art. It's about staying open to feedback, preserving self-worth. Remember to 'eat the meat and spit out the bones' as you navigate your path, a guiding principle in lifelong learning.

As a healthcare educator, it is important to lead by example and facilitate learning through feedback, supervision, and positive role modeling. Rather than simply providing information, faculty must embrace their evolving role and encourage an open culture that supports the "speak-up" policy among learners. While criticism can be counterproductive and demotivating, it does play a role in promoting objectivity and constructive dialogue. Ultimately, our goal as educators should be to empower healthcare professionals to deliver safe and effective care to their patients.

I am missing student feedback here, indispensible when it comes to developing your teaching skills. Once you've identified the constructive criticism, ask your students for feedback in that particular topic.

World is a mirror, albeit a distorted one, only in a sense that it does not conform to your ideas of symmetry. Whenever we teach/ coach there is bound to be a reflection/ feedback. The criticism given can be taken at two levels. One; content and its relevance to the learning outcomes and inputs received from the audience related to that. This one needs special attention and needs to be worked on to improve delivery of indented impacts. Sometimes the criticism is genuine and helps improve the content, sometimes it might not be, but still is relevant in that it tells your audience that you are open to suggestions/ criticism. At the 2nd level criticism could be personal, based on personal traits, mannerisms, etc, which needs to be ignored. :)

One thing I've found helpful is to accept the criticism as an opportunity for improvement. The critic is trying to make the course better. Their tone of voice and choice of words may suggest otherwise, but in their criticism and complaint, they're telling you exactly what they don't like about what you did. This is golden! Rarely do we get specific feedback on what, specifically, we can do better. So rise above tone of voice and scowls, and be grateful someone took the time to think about, identify, and point out the weaknesses in your work so you can really shine as you fly forward. Besides. Getting defensive is just low EQ and there's no place for it in professional discourse.

Criticism often comes from any one of a variety of negative situations. The criticiser could be going through all sorts of troubles outside of your educational environment, which could turn any issue - especially the tiniest of issues - into gigantic meltdowns. So, when someone directs their meltdown towards you - it's almost never personal, not an attack on yourself. It's a sign that there are problems that the criticiser needs help with. If you reframe criticisms so that you aren't being attacked, then you can begin to help with the really big issues in the person's life. Reframing criticism so that it's not about you means that you can spend less time worrying about defending yourself, and more time addressing the problem.

I believe that a major step in reframing the criticism, is acknowledging and understanding what the trigger was to begin with. Often times we might react in a defensive way to criticism because it triggers a childhood trauma within us. Understanding what and why our triggers are can help us reassure our adult selves that we are no longer the helpless child we might have been. It helps us see the situation from a more logical rather than emotional perspective

Possibly, teachers aren't also responsible for building their own resilience to hold schools together. Maybe policy makers are responsible for evaluating school environments and the experiences of teachers, and for responding with real action that supports them at work. Resilience comes from support. Do we want toughness to be the most important quality for the profession of teaching? Or, do we want to draw a wider net and include candidates whose top qualities are subject matter knowledge, compassion, critical thinking, thoughtfulness, reflection, and creativity? If the latter, research, measure and respond based on evidence.

Reframing criticism in a positive light enhances your optimism. You start seeing challenges as opportunities and setbacks as stepping stones. This shift in perspective boosts your resilience, enabling you to bounce back stronger from difficult situations. By reframing criticism in these ways, you empower yourself to face challenges, embrace opportunities, and continuously improve. This positive mindset not only enhances your self-confidence and motivation but also fosters a proactive and growth-oriented approach to life and work.

Treat yourself with kindness and understanding. Teaching is a challenging profession, and no one is perfect. Self-compassion involves acknowledging your imperfections and setbacks while recognizing that you're doing your best. It's essential for maintaining mental and emotional resilience.

As a teacher, if I take critical feedback, the ability to treat myself with kindness and understanding, just as I encourage my students to do when they face challenges or setbacks is pivotal. It means recognizing that while constructive feedback is essential for growth, it does not define my worth or competence as an educator. Self-compassion entails acknowledging that, like my students, I am a lifelong learner who can make mistakes and learn from them. Self-compassion is essential for maintaining a positive and sustainable teaching journey, fostering self-improvement, and setting a positive example for students in their own learning and growth.

Practicing self-compassion does not imply that I purnish myself for getting criticised. Instead I Treat myself with kindness and understanding. Understand that no one is perfect, and everyone makes mistakes. The most important thing is whether I have learned positively or not which is very crutial. In most times I always look at the positive side of it.

I heard someone say, allow yourself to show up imperfect! As educators and professionals we are often our harshest critics and giving yourself the permission to engage without boxing your participation in perfection is truly liberating.

Always good to remember there is no such thing as the perfect teacher or lecturer. You have unique skills, and everyone is constantly learning and evolving as a teacher. Do not take criticism too seriously, find the learning points and grow. The teacher/lecturing world has become big business and has lost most of its humour. Enjoy your journey as a teacher/lecturer whatever stage you’re at.

Actively seek out constructive criticism from trusted colleagues, mentors, or peers who have your best interests in mind. Constructive feedback can provide you with specific strategies for improvement and reinforce the idea that criticism is meant to help you grow.

Though difficult, actively invite constructive feedback. This shows commitment to continuous improvement. Approach critics with an open mind. Ask clarifying questions without getting defensive. Seek to understand their perspective. Don't just wait for annual reviews. Regularly request input from students, parents, colleagues. Make it a two-way dialogue. Observe other teachers and invite observation of your methods. There are always new techniques to learn. Join mentoring programs or communities of practice. Connecting with peers provides support and advice. View criticism as an opportunity for self-reflection and growth, not a personal attack. It takes courage but yields rewards.

Ask for feedback from colleagues, mentors, and administrators before they offer it. This can help you take control of the feedback process and make you more open to constructive criticism.

During my review meetings, I ask for constructive criticism. This helps me grow professionally and signals to others that I take my job seriously. I also ask for feedback or seek advice before my performance reviews. Working together helps elevate potential problems down the road. Keeping open communication and having a growth mindset helps everyone.

I agree. I recently started giving anonymous student feedback surveys on the first class meeting after midterms. I asked questions about specific aspects of the class as well as open-ended questions about suggestions for improvement. I usually take one of the suggestions and implement it in the class, telling the students that it was a student suggestion. I’ve found that the students really appreciate this opportunity to share their voice while we’ve all still got skin in the game. It enhances trust and ends up making academic discussions more fruitful.

When we are confident in our abilities and our knowledge we are able to analyse criticism more effectively. Our training needs to leave us feeling confident in our craft. Too often training seems to focus on subject matter over a detailed understanding of how learning happens and how children develop. Perhaps we need to take the time to look at our course content. When you understand how children learn and how they develop, you know confidently what next steps are required to ensure their development to the full. When you're confident in that, you can annualise the criticism, decide if it is valid and act accordingly.

Reframe critiques as opportunities to improve. Focus on students' wellbeing, not your ego. Expect some dissatisfaction - you can't please everyone. Don't take feedback personally. Criticism says more about the critic than you. Share struggles and get support from mentors or communities. You're not alone. Many great teachers faced critiques too. Emphasize your strengths and accomplishments. Criticism should not define your self-worth. Celebrate your talents. Model grace and optimism to students when faced with challenges. Your resilience influences them. Stay open but filter feedback objectively. Reject toxic comments but implement constructive suggestions.

Some of my best tips to overcome criticism, as an educator are: 1. Stick to your mission. And be sure that it is BIGGER, much bigger than you. You do what you do not for your job task or ego; there is a huge mission over it which is the guide to all your actions. 2. Meditate every day. Start your morning with 20min meditation - this is a huge support system to all possible criticism which will help to identify the good and the bad, having a clear vision of the situation. 3. Stay in a happy-humor mood. Being kind, having a smile on your face always, having a compliment or a joke for the ones who surround you is a good way of increasing your resilience.

In addition to the amazing points shared, it is also important for teachers to focus on their 'why'; why do you teach? Handling criticism demands a lot from teachers, there's a need for grounding and deep reflection regarding the purpose which made them choose the pathway of impact through teaching. This will help to filter the criticism and focus on the constructive ones to make progress and improvement from time to time.

One thing I always remember when faced with criticism is to refer back to my values. What values steer me? If the criticism is in line with my values then I need to take heed and reflect on how that criticism could be used to elevate my practice. If the criticism is not in line with my values, then I can respectfully disagree with it.