Exploring Pathways to Well-Being for Educators and Students

Purpose & objective

The purpose for this session is to encourage attendees to consider technology's impact on personal well-being and strategies for thoughtful use of digital tools. It is possible to create strong interpersonal relationships both online and off and establish healthy boundaries for how and when we use digital tools. We will explore strategies and activities for doing both.

As a result of attending this session, participants will:

1. Consider the importance of interpersonal relationships (on and off-line) and setting boundaries in teaching and learning (as related to technology use).
2. Explore strategies for establishing healthy relationships and boundaries.
3. Share ways they build relationships and create boundaries.

Outline

1. Overview
A. Content: Overview of hands-on session, purpose and objectives, setting the stage.
B. Timeline: 10 minutes
C. Process: The last three years presented unanticipated challenges for K-12 education. What crucial lessons have we learned during that time about teaching and learning? To help participants focus on this question, we invite them to add their ideas in a shared online environment.

2. Building relationships on and off-line
A. Content: Educators have always acknowledged that relationships are important in teaching and learning, but the last three years have shown us just how important they actually are. Instead of being ‘nice-to-have,’ healthy interpersonal relationships form the bedrock of effective learning environments. We explore this idea through information and supporting activities.
B. Timeline: 15 minutes
C. Process: Following a brief discussion about the role interpersonal relationships play in teaching and learning, we will share an activity educators can use to strengthen relationships with colleagues and students. We also invite them to post ideas for related activities in a shared online environment.

3. Setting boundaries and technology
A. Content: While ‘going the extra mile’ is often regarded as an admirable trait, educators frequently find themselves over extended, either thanks to expectations they hold for themselves or those imposed by others. Either way, the path from dedicated to overwhelmed is short. In the last couple of years, many educators have found themselves struggling to meet a myriad of unreasonable expectations. This has led to a surge of resignations and early retirements. We explore the need to set reasonable expectations through information and supporting activities.
B. Timeline: 15 minutes
C. Process: Following a brief discussion about why it is appropriate for educators to set reasonable boundaries for themselves, we will share an activity educators can use to establish boundaries. We also invite them to post ideas for related activities in a shared online environment.

4. Wrap-up
A. Content: Time for participants to identify ways to apply this information in the workplace.
B. Timeline: 5 minutes
C. Process: Participants add to the chat a personal action step they will use to apply today's information back at their own sites.

Supporting research

Here are a few examples from research that support the two focus areas of this workshop:

Building Relationships

- “Building positive relationships with students: What brain science says,” Trynia Kaufman, MS (2020). Positive relationships with educators are critical for student success.

- “Every kid needs a champion,” Rita Pierson (2013). A call to educators to believe in their students and actually connect with them on a real, human, personal level.

- “The Importance of Strong Relationships,” Ed Trust and MDRC (2021). Strong relationships with teachers and school staff can dramatically enhance students’ level of motivation and therefore promote learning.

- “6 Strategies for Building Better Student Relationships,” Cicely Woodard (2019). In the classroom, positive relationships are the foundation for learning success. Yet as teachers, we sometimes neglect to take the time to learn about our students as people, which can create barriers to learning and make even small interactions (or conflicts) challenging to handle.

Setting Boundaries

“5 Ways to Set Work Boundaries,” Susan Jerrell (2020). Often, under the guise of “being caring and helpful,” teachers avoid setting work boundaries. They may be afraid of seeming mean, disappointing someone, or not being a team player. However, if you set professional boundaries, you will actually accomplish more and also feel better about yourself.

“27 Ways Teachers are Setting Boundaries,” Korryna Sanchez (2021). Teachers often work endlessly to improve the lives of others and then forget to prioritize their well-being. However, it sounds like that trend is coming to an end, and teachers are taking a stand, setting boundaries, and doing their best to serve their communities and themselves equally.

“The Necessity of Boundaries” Johanna Rauhala (2018). There are limits to teachers’ time and energy. Recognizing that is important to best meet the needs of both teachers and students.

“Why Setting Boundaries is Helpful for Teachers and Their Students” Nimah Gobir (2021). As teachers, we are caretakers by the nature of our positions. Our instinct almost always is to care for our students before we care for ourselves. This is a noble ideal. But it is also impossible.