Break or Not to Break

We just finished our spring break. Now I actually feel terrible about the break. For the entire last week, I did not go anywhere. I switched off to do something else unrelated to my course teaching, i.e., several loose projects, enhanced ping pong skills, socializing with a few friends, casual shopping, and lots of reading. Did I enjoy my time off? Absolutely. However, once the break was over, I developed a kind of anxiety about my routine work that I had to attend to. I lost the trend of thoughts about what I would need to prepare for my class. I also have to struggle to get up early in the morning.

When people talk about the worst day of the week, there seems to be a consensus that Monday is the worst. For me, I disagree. I would say Sunday is, especially, Sunday evening, the worst time, with plenty of anxiety facing the unknown Monday. As a matter of fact, I always feel fine when Monday comes. The same situation applies to all the holidays as well as longer breaks, including spring, summer, and winter breaks. My anxiety level rises soaring high at the end of every break. I guess that I’ll have to wait till I retire to break even this bittersweet phenomenon.

Over the years, I struggled to find ways to overcome my “break” syndrome. I believe I have developed some strategies to cope with the situations at the end of the break. I would need a few quiet moments to calm down and reflect on what I accomplished over the break and where I was right before the break. I would then focus and visualize what I need to accomplish in the upcoming weeks. I then make a list of tasks to be completed and prioritize them. I know at this stage, I’ll budget time to work on tasks and get them done soon.

I know I have survived another break because I’ve got no time to lose and waste.

 

About Alex C. Pan

Dr. Alex C. Pan was born in Taiwan and received his master and doctoral degrees from the University of Illinois at Champaign-Urbana. He is currently an associate professor at The College of New Jersey, where he teaches a broad spectrum of courses in subjects ranging from future teacher development to the impact of globalization. For over twenty years he has collaborated with public school programs and advised elementary and early childhood student teachers. He has published dozens of articles and given numerous talks and workshops on the topics of globalization, education, and technology-enhanced instruction. Most recently he has focused on teacher’s action research as well as the economic and cultural impact of globalization.
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