About This Webinar
Be yourself! As educators, we often encourage our students to self-advocate, think critically, and make their voices heard. Yet our classroom expectations can sometimes send a different message: compliance over curiosity, obedience over agency, quiet over engagement. These contradictions are rarely intentional, but they can significantly impact student wellbeing, belonging, and identity. At the same time, many educators experience a parallel wellbeing paradox at the organizational level, where expectations for performance, availability, and resilience can unintentionally run counter to the conditions needed to support educator wellbeing and sustainability.
This interactive workshop invites educators to examine the implicit expectations and biases that shape classroom behavior norms and definitions of wellbeing. Using brain science, reflective teaching practices, and real classroom scenarios, participants in this session will uncover everyday wellbeing paradoxes and leave with tangible strategies to address them. Drawing on Becoming a Critically Reflective Teacher by Stephan Brookfield, educators are guided through reflective activities that encourage honest self-examination of power, perspective, and professional habit, without blame or judgment. The session further deepens reflection through boundary-mapping questions, including “What boundaries do I need to maintain my own wellbeing, emotional safety, and sustainability?” and “What boundaries am I willing to respect of students to support their autonomy, dignity, and wellbeing?”
Participants will leave the session with a classroom observation/noticing chart and reflective tools they can continue using to align daily practice with their wellbeing goals for themselves and their students.
Want more sessions to choose from? Check out all of the free, for-credit webinars in Share My Lesson's Summer of Learning 2026 series.
