How I’m able to continue teaching while living with myasthenia gravis

Any job comes with pros and cons, and working while living with a chronic disease highlights the cons in bright colors. While I often talk about my digital career, I never thought to share one of the most physically challenging jobs I’ve had with myasthenia gravis (MG): teaching.

At first glance, teaching might seem harmless. But you have to stand, speak nonstop, and be the center of attention for hours, all while smiling and making it look effortless. What people rarely see is how much energy it takes to carry a group through a full session when your own body is constantly negotiating with you.

I didn’t fully realize how difficult teaching with MG could be until I started reading about it in patient groups and forums. Many people shared their fear of not being able to keep up with a full day of training, and suddenly, I felt less alone in that anxiety.

Recommended Reading

February 13, 2025 Columns by Sarah Bendiff

Working with chronic illness makes keeping my word to clients hard

I started teaching courses seven years ago after completing a Training of Trainers program. Since then, I have experimented with many formats: daily workshops, intensive bootcamps, online courses with adults, and what I consider the biggest challenge of all: working with kids.

Teaching children is an experience that could fill an entire book, even without MG in the picture. Their energy is contagious, but also exhausting. Managing a group of children requires constant attention, movement, and emotional presence. Surprisingly, I found ways to adapt, and over time, I even learned to enjoy it. Teaching and volunteering are two of my favorite activities in the world, and I refuse to let MG take that away from me.

The strategies that helped me

Preparation is my best-kept secret. Even though my ADHD brain resists planning, preparation is a true blessing for MG. I create presentations where everything is already written down. When I don’t have access to a projector, I print my materials and bring them with me. Instead of writing long texts on the board, I use prewritten keywords in big, colorful letters and stick them on the wall. This way, I only use the marker to connect ideas, not to write everything from scratch, which saves my hands and my energy.

Planning breaks is also essential, not only for the learners, but also for me. I design my sessions around discovery activities that have participants explore concepts through self-guided exercises and workshops. I step in to summarize and clarify. This approach is not only less physically demanding for me, but also more effective for learning. We tend to remember better what we discover ourselves rather than what we are simply told.

I also pay attention to practical details. I wear extra-comfortable clothes and shoes, always carry a lemon-honey infusion to support my voice, and remind myself to sit, sip, and rest when needed.

During the session, I use a strategy that might seem counterintuitive. At the beginning, I give maximum energy. I speak louder, move more, and show enthusiasm. This helps transfer energy to the group and makes them more engaged. Once the dynamic is set, I allow myself to sit and lead from a chair without making it obvious that it is because of my condition. This small adjustment changes everything for me.

The trickiest part is staying aware of my battery level while also reading the group’s energy. I create moments of high engagement followed by moments where participants work independently. During those moments, I rest. It becomes a subtle dance between their rhythm and mine.

After sessions, I protect my recovery time. I avoid scheduling more than two consecutive days of teaching. The third day is usually a rest day where I allow myself to sleep, recharge, and recover. I cannot stress this enough: Massages help a lot. Whether it is with a professional or with a simple massage device at home, combined with gentle stretching and yoga, it makes a real difference in managing my soreness and pain.

These adjustments are not magic solutions, but they are game-changers. They allow my body to keep up and, most importantly, they enable me to enjoy teaching instead of simply surviving it.

Note: Myasthenia Gravis News is strictly a news and information website about the disease. It does not provide medical advice, diagnosis, or treatment. This content is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website. The opinions expressed in this column are not those of Myasthenia Gravis News or its parent company, Bionews, and are intended to spark discussion about issues pertaining to myasthenia gravis.