Show Up for Yourself: Quiet Quitting and Career Transition
I already identified as a quiet quitter. When I took a break from IDOL, was I also quitting on myself?
When I started the IDOL journey, I thought “I’ve got so many transferable skills. I’m already qualified for many of these jobs!” I dutifully created a website, crafted an ID resume, and refreshed my LinkedIn profile. I knew I faced hard work to upskill and learn about the ID field, but I had time to invest and a big IDOL goal that seemed reasonable to me. But five months later, no job offers. Not even a single interview! “What gives?” I wondered. I already identified as a quiet quitter from my day job - that’s why I became an IDOL! Was I now also quitting on my career transition?
Sometime in 2019, my long-time enthusiasm for teaching began wearing thin. Twenty years of teaching freshman composition will do that to you, I reasoned. So I jumped into innovative teaching practices in an effort to continue learning and challenge...
Become an IDOL 72: Success Story with Former Teacher Jennifer Berman
Guest: Jennifer Berman, Instructional Designer
In this episode, I will be chatting with Jennifer Berman, an IDOL course Academy member who transitioned into an Instructional Designer in just 14 weeks. She worked for 17 years in Elementary Education when becoming the primary virtual teacher inspired a love for online learning. She tells how IDOL gave her the skills, feedback and goal setting that she needed to make such a quick transition. Listen in to hear how her corporate role compares to teaching!
Listen to this episode below:
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Let me tell you a little bit about Jennifer:
Jennifer taught elementary school for 17 years and obtained her Masters degree in Education, Curriculum and Instruction. At first she thought about a career in Administration. During the pandemic after virtual teaching decided on a different route. IDOL courses Academy gave her just...
The Need for Trauma-informed Instructional Design
Shouldn’t it be the adult learners’ responsibility to handle their mental health needs so they can access learning? Why should an ID even take mental health into consideration? Alumni, Mandy Brown, shares her answer.
The Need for Trauma-informed Instructional Design
When you design for learners, how often do you consider burnout? How often do you consider trauma? What about your learners’ survival responses? These are all questions I had to consider on a daily basis when I worked for a restorative justice center.
I tend to use “trauma,” “burnout,” and the “survival response” interchangeably when I speak with mentees at IDOL courses Academy. And while there is a Venn diagram of the three, some quick definitions might help.
The survival response (also called the stress response) is that deeply rooted instinct when one responds to danger, the fight, flight, freeze, and fawn responses. We...
No Pain No Gain: An IDOLs Journey
No Pain No Gain
Learn to accept the pain for the gain when you:
- Search your mind
- Carve out time
- Reach out for help
- Work out the wrinkles
No Pain No Gain
This old saying implies that gain will only come through pain.
Did you ever . . .
- Search your mind and soul to find a gain worth the pain?
- Carve out time in your schedule as a commitment to the gain?
- Reach out for help when you were stuck and overwhelmed on a gainful journey?
- Work out the wrinkles when the first attempt failed to gain?
Recently, I traveled The Narrows of Utah’s Zion Park. This hike journey rating of “moderately strenuous” did not frighten me. Yet the journey of walking in water and stepping on unknown rocky surfaces did cause some angst. My instructional design journey presented me with unfamiliar terms and processes. To begin, the kickstart #DoItMessy assignments provided the path of pain to gain.
Because of the stunning views, I knew The...
