As you know, this summer I did a lot of reflecting on balance, and your post is along the same lines. It’s given me a lot of food for thought.

I’m intrigued by the implications of this idea for educators. Specifically, I’m thinking of my teaching context: English teacher at a high school in Los Angeles County, in the poorest neighborhood of a working-class suburb, a community where most of the students live below the poverty line, where many of our students are English learners, and where many of our families lack access to the resources that I have taken for granted as a middle-class white male US citizen.

On the one hand, I want to achieve balance in my life. On the other hand, I want to do everything I can to build bridges for the families of the community I serve.

These are often conflicting goals.

I find myself wanting to take on more responsibility at my school, even though I already serve on the professional development committee, advise 3 clubs, act as liaison for a UCLA-based mentoring group, and chair a school governance council. Yet, in addition to the need to spend time with my family, attend to my health, and pursue my hobbies, I also realize that my professional effectiveness is often compromised by packing my work day with so many…things to do. Often when it’s time to sit down and reflect on how well I taught, or well I carried out my duties as a club adviser, I’m too exhausted from the day’s tasks to make meaningful connections – the kind of meaningful connections that will help me improve in my professional practice.

The dilemma is, how do I act on the “less is more” idea – an idea which holds much wisdom – when I see so much need in the community I serve?