TEACHING TO BE: A PATH TO WELLBEING

Authors’ names and represented institutions by national teams (team leaders underlined):

Sanela Talič, Institute for Research and Development UTRIP, Slovenia

Dr. Ana Bogdan Zupančič, University of Primorska, Faculty of Education and UTRIP, Slovenia
Lea Avguštin, National Education Institute, National School of Leadership in Education and UTRIP, Slovenia

Joviltė Beržanskytė, Capital Children and Youth Centre, Lithuania

Dr. Daiva Šukytė, Social and Emotional Learning Institute of Lithuania
Marta Širokova, Social and Emotional Learning Institute of Lithuania

Dr. Baiba Martinsone, University of Latvia, National Centre of Education, Latvia

Dr. Ilze Damberga, National Centre of Education, Latvia
Dr. Aija Perševica, National Centre of Education, Latvia

Dr. Veronica Ornaghi, University of Milano Bicocca, "R. Massa" Department of Human Sciences for Education, Italy
Dr. Valeria Cavioni, University of Milano Bicocca, "R. Massa" Department of Human Sciences for Education, Italy
Dr. Elisabetta Conte, University of Milano Bicocca, "R. Massa" Department of Human Sciences for Education, Italy

Dr. Patrícia Pacheco, Higher Institute of Education and Sciences / ISEC Lisboa, Portugal
Dr. Marco Ferreira, Higher Institute of Education and Sciences / ISEC Lisboa, Portugal
Dr. José Reis-Jorge, Higher Institute of Education and Sciences / ISEC Lisboa, Portugal

Dr. Maria Therese Jensen, Norwegian Reading Centre, University of Stavanger, Norway
Trond Rekstad, University of Stavanger, Centre for Learning Environment, Norwegian Centre for Learning Environment and Behavioural
Research in Education, Norway
Kaja Lillelien, University of Stavanger, Centre for Learning Environment, Norwegian Centre for Learning Environment and Behavioural
Research in Education, Norway

Dr. Beate Schrank, Karl Landsteiner University of Health Sciences, Austria

Hannah Meller, Karl Landsteiner University of Health Sciences, Austria
Sylvia Dörfler, Karl Landsteiner University of Health Sciences, Austria

Dr. Salvador Reyes de Cózar, Universidad Loyola Andalucía, Spain

Dr. Pablo Navazo-Ostúa, Universidad Loyola Andalucía, Spain
Dr. Carlos Ramírez Moreno, Universidad Loyola Andalucía, Spain
Alba Merino Cajaraville, Universidad Loyola Andalucía, Spain

Design: Alfred Portátil, Visualize Studio

Year of publication 2023

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ISBN 978-609-96413-0-0
Bibliographic information is available on the Lithuanian Integral Library Information System (LIBIS) portal ibiblioteka.lt
TEACHING TO BE: A PATH TO WELLBEING Chapter 1 01

Chapter 1
“Your boat may not be perfect
but it has many resources”
(Lithuanian proverb)
TEACHING TO BE: A PATH TO WELLBEING Chapter 1 02

Objectives for this week

Introduction and
1 “setting the tone”

Reflection on the What, Why and

2 How of learning about wellbeing

Thinking about the

3 professional wellbeing

Reflecting on the issues

4 teachers can/can not solve

What journey
am I heading to?
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 1 03

Reflect on the following questions

and write down the answers.
1. What do you enjoy the most as a teacher? Why is good to be a teacher?

2. What influences me as a teacher and which challenges I have to face because of that?

3. How do I feel at work and what does (professional) well-being mean to me?
TEACHING TO BE: A PATH TO WELLBEING Chapter 1 04

What is wellbeing?
The definitions of wellbeing differ across the literature (Dodge et al., 2012; McCallum et al., 2017).

More recently, McCallum and Price came up with a holistic approach of wellbeing. They highlighted
that wellbeing “encompasses intertwined individual, collective and environmental elements which
continually interact across lifespan. Wellbeing is something we all aim for, underpinned by positive
notions, yet is unique to each of us and provides us with a sense of who we are which needs to be
respected” (McCallum and Price, 2015).

Why wellbeing?
The current global crises have shown the expectation towards teacher’s work and responsibilities are
multiple and complex. Along with the rise in expectations, teachers’ working conditions and classroom
processes are changing. In this context, it is not a surprise that teachers’ wellbeing has become a promi-
nent issue in policy and public debates (Schleicher, 2018).
TEACHING TO BE: A PATH TO WELLBEING Chapter 1 05

Identified six aspects that

constitute wellbeing:

Self-acceptance
A positive evaluation of oneself and one’s past life

Environmental mastery
The capacity to effectively
manage one’s life and the surrounding world

Autonomy
A sense of self-determination and the ability to resist
social pressures to think and act in certain ways

Positive relations with others

Expressed, for instance, by a genuine concern about
others’ welfare

Personal growth
The sense of continued growth and
development as a person as well as
openness to new experiences

Purpose in life
The belief that one’s life
is purposefulness and
meaningful and that one
has something to live for

Keyes and Ryff (1995)

However, remember that wellbeing is a state that depends on a myriad of internal and external
conditions, which vary from person to person.

There is no single definition of wellbeing that works for everyone. By the end of the course you
will have the tools you need to achieve YOUR own wellbeing.
TEACHING TO BE: A PATH TO WELLBEING Chapter 1 06

What is professional and personal wellbeing?

In the current course we will specifically focus on a concept referred to as professional wellbeing. This
means that the focus will be on factors in your work environment that relates to your well being both at
work as in your personal life.

Examples of dimensions we will focus on are work autonomy, self-efficacy (your perception of mastery
at work), workload and time pressure, and how you experience the support from colleagues and
management.

These are all factors that we know are important determinants for professional wellbeing, as they have
an impact on, for instance, job engagement, job satisfaction, burnout, self-perceived health, and
intention to quit your job.

In a few words...
How and to what extent can teacher's professional wellbeing be supported?
TEACHING TO BE: A PATH TO WELLBEING Chapter 1 07

Now, take some time to reflect on

these questions and take notes:
- What aspects of your current situation are you satisfied with and why?

- What aspects of your work can you influence and what aspects can you not influence?

- What aspects (among those you can influence) would you like to change?

Can change/influence Can’t change/influence

TEACHING TO BE: A PATH TO WELLBEING Chapter 1 08

So far you have reflected on different

aspects related to your professional
wellbeing and considered what aspects
are currently going well and not so well.
- Take your time during the week and think about what aspect of your daily
work/life in particular would you like to focus on in the coming weeks.
- Are there things you can influence, or you think you can contribute more in
order to improve certain aspects? You can discuss and share your findings with
your colleagues at work.
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 09

Chapter 2
“A goal without a plan
is just a wish”
(Antoine de Saint-Exupéry)
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 10

Objectives for this week

To identify strengths and to

1 enhance their use

To introduce the S.M.A.R.T.

2 system for aims formulation

Identifying personal and

3 professional development goals

4 Reviewing our way forward

- Where is my journey aimed at?

- What are my goals, strengths, and weaknesses?
- Are my goals realistic and well oriented?
- Where can I find support to achieve them?
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 11

Goal setting is widely accepted as the

most effective way to focus our attention
on the right activities, energize us, and
increase our commitment.
Goals are most effective when we use well-formulated frameworks that provide a
logical, reliable platform to plan and monitor their completion.

“There’s a SMARTER way

to write management goals
and objectives”
(Doran, Miller & Cunningham, 1981).

What Are S.M.A.R.T.(E.R.) Goals?

Specific – Goals should be clear and concise.

Measurable – What does success look like? How is it measured?

Achievable – The goal or task must be challenging but possible. Gently pushing the limits encourages improvement and growth.

Relevant – Does the goal fit with your overall life goals and core values?

Time-bound – When will you finish?

Exciting – What excites you? The benefits should be worthwhile to maintain commitment.

Reviewable – Circumstances change. Revisit the goals, and revise them if needed.

Goal setting not only helps us to

complete the task, but also
impacts wellbeing, represents our
strive to achieve personal change,
and enhances our meaning and
purpose in life.
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 12

“The Sailboat”
Aiming to increase well-being by only focusing on repairing the leak of the
boat is unlikely to result in success. This approach ignores the fact that the
absence of problems or illness does not automatically imply well-being. In
terms of the metaphor, even if you would be able to repair the leak, you may
still not be able to get anywhere. It is your sails—the next component of the
metaphor—that actually give you boat forward momentum.

“In terms of the metaphor, even if you

would be able to repair the leak, you
may still not be able to get anywhere.”

In sum, it is important to address weaknesses

(to prevent the boat from sinking), but one
must also hoist the sails to catch a favourable
wind (opportunity) and move forward. It does
not mean we are at the mercy of wind and
opportunities: we need strengths, dedication,
and efforts to control the wind, a “sail crew” on
board which helps us take a specific direction.
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 13

“Destination”
Every sailboat should have a compass to help it set a direction towards
the desired destination. To do this effectively, the sailor should have
goals. Goal setting is a powerful process for thinking about your ideal
future, and for motivating yourself to turn your vision of this future
into reality. The process of setting goals helps you choose where you
want to go in life. By knowing precisely what you want to achieve, you
know where you have to concentrate your efforts. You'll also quickly
spot the distractions that can, so easily, lead you astray.

“Set SMARTER goals that motivate

you and write them down to make
them feel tangible”
First, consider what you want to achieve, the world" as a goal, it's more powerful
and then commit to it. Set SMARTER goals to use the SMARTER goal "To have
that motivate you and write them down to completed my trip around the world by
make them feel tangible. Then plan the steps December 31, 2027." Obviously, this will
you must take to realize your goal, and cross only be attainable if a lot of preparation
off each one as you work through them. For has been completed beforehand!
example, instead of having "to sail around
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 14

What are your strengths?

Strengths are the things you are naturally good at. When people use their strengths, they feel energized
and engaged. Strengths allow us to feel and perform at our best. Strengths can also help us to deal with
difficult times.

Take a look at the list down below try to think which of these strengths could be categorized as personal
and which as professional ones?

Personal Professional

Wisdom & Knowledge – strengths that involve acquiring and

using knowledge
Creativity: Thinking of novel and productive ways to do things
Curiosity: Openness to experience: Taking an interest in all of
ongoing experience
Open-mindedness: Thinking things through and examining
them from all sides
Love of learning: Mastering new skills, topics, and bodies of
knowledge
Perspective: Being able to provide wise counsel to others

Courage – emotional strengths which involve the exercise of

will to accomplish goals in the face of opposition, external or
internal
Bravery: Not shrinking from threat, challenge, or pain
Persistence: Finishing what one starts, persisting in a group of
actions despite obstacles
Integrity: Speaking the truth and presenting oneself in a
genuine way
Vitality/Zest: Approaching life with excitement and energy;
not doing things halfway or half-heartedly, living life as an
adventure; feeling alive and activated

Humanity – interpersonal strengths that involve tending and

befriending others
Love: Valuing close relations with others, in particular, those in
which sharing, and caring are reciprocated; being close to
people
Kindness: Doing favours and good deeds for others; helping
them; taking care of them
Social intelligence: Being aware of the motives and feelings
of self and others; knowing what to do to fit into different
social situations; knowing what makes other people tick
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 15

Personal Professional
Justice – strengths that underlie healthy community life
Citizenship: Working well as a member of a group or team;
being loyal to the group; doing one's share
Fairness: Treating all people the same according to notions of
fairness and justice; not letting personal feelings bias decisions
about others; giving everyone a fair chance
Leadership: Encouraging a group of which one is a member
to get things done and at the same time maintain good
relations within the group; organizing group activities and
seeing that they happen

Temperance – Strengths that protect against excess

Forgiveness & Mercy: Forgiving those who have done wrong;
accepting the shortcomings of others; giving people a
second chance; not being vengeful
Humility/Modesty: Letting one’s accomplishments speak for
themselves; not seeking the spotlight; not regarding oneself
as more special than one is
Prudence: Being careful about one’s choices; not taking
undue risks; not saying or doing things that might later be
regretted
Self-regulation [self-control]: Regulating what one feels and
does; being disciplined; controlling one’s appetites and emo-
tions

Transcendence – Strengths that forge connections to the

larger universe and provide meaning
Appreciation of beauty and excellence: Noticing and appre-
ciating beauty, excellence, and/or skilled performance in all
domains of life, from nature to arts to mathematics to scien-
ce.
Gratitude: Being aware of and thankful for the good things;
taking time to express thanks
Hope/Optimism: Expecting the best in the future and working
to achieve it; believing that a good future is something that
can be brought about
Humour/Playfulness: Liking to laugh and tease; bringing smiles
to other people, seeing the light side; making (not necessarily
telling) jokes
Spirituality: Knowing where one fits within the larger scheme;
having coherent beliefs about the higher purpose and mea-
ning of life that shape conduct and provide comfort involve
acquiring and using knowledge
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 16

How was this exercise for you? How did you think
you succeeded in separating the strengths?

Are there any strengths you haven’t thought about

before but you know you have them?

Have you realized there are some other strengths

that are needed in your profession?

At first glance, it might look like these

strengths could be separated with ease,
but actually, they are intertwined. Personal
strengths manifest in your professional life
and vice versa.

However, remember that wellbeing is a

state that depends on a myriad of internal
and external conditions, which vary from
person to person.

There is no single definition of wellbeing

that works for everyone. By the end of
the course you will have the tools you
need to achieve YOUR own wellbeing.
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 17

Now think about yourself, what would you

consider to be your strengths, weaknesses,
things that you could or want to improve…
Write and save the answers.

a) Identify and name your strengths.

b) Identify and name your weaknesses.

c) Reflect and identify which qualities you would like to improve.

d) Reflect on and name what other qualities you would like to develop that you do not have.
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 18

In the first part of the course, you were reflecting on aspects that are going well and those you would
like to change.

Here you have a strength wheel (the circle is divided into 5 pieces).

What do you think? What strengths are needed to change the aspects you are willing/can change?
Name them, write each of them in their piece and think about how you would assess them (from the
scale 1-10). Mark your assessment and save your answers.

Strength:

Current Use:

Scope:

Strength: Strength:

Current Use: Current Use:

Scope: Scope:

10

3
10

2
9
10

8
9

1
8

6
7

5
5

4
4

3
3
2

2
1

1 1
2 2
3 3
4
4
5
5
6
6
7
7
8
8
9
9
10
10

Strength: Strength:

Current Use: Current Use:

Scope: Scope:
TEACHING TO BE: A PATH TO WELLBEING Chapter 2 19

Sometimes, we are not aware of our strengths that are seen by others.
This activity could be used to strengthen relationships between co-workers
and to see how others see us and maybe find out something interesting about
ourselves.

Ask your colleague in the school you trust the most to help you with this task.

Instructions: write down the identified strengths that you think you need (according to the first week)
and ask your colleague to assess those on the scale from 1 to 10.

Reflect for a few minutes on the following questions and make some notes.

1. Compare your wheel with the assessment of your colleague. Are there any similarities/differences?

2. How do you feel about it?

3. Can you relate to what your colleague told you?

TEACHING TO BE: A PATH TO WELLBEING Chapter 2 20

4. With the strengths in your mind that your colleague mentioned, would you like to adapt
your goal achievement plan?

5. Do you think you need to revise your plan regarding your goals you have set according
to your assessment of your strengths OR you think you should insist on your plan?

Notes:
TEACHING TO BE: A PATH TO WELLBEING Chapter 3 21

Chapter 3
“The deepest principle in human nature
is the craving to be appreciated”
(William James)
TEACHING TO BE: A PATH TO WELLBEING Chapter 3 22

Objectives for this week

Let’s connect our emotions,

1 behaviour and beliefs

2 What is blocking my social

relationships?

Considering emotional drives

3 to flourish

ABC model

A What happened?
the context as far away as possible from my impression

B What I think that happened?

my evaluation about a situation or a problem

My reaction:
C feelings and emotions I show toward the situationor a problem
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 3 23

Think of a professional situation

at the school where you felt sad, angry, or bad in some way. Reflect on the
following questions and proposals through model ABC and write down the answers.

1. Describe the specific situation. (A)

2. What thoughts did you have in this situation? (B)

3. How did you react to the situation? How did it make you feel? (C)
TEACHING TO BE: A PATH TO WELLBEING Chapter 3 24

The importance of guiding our compass

When we talk about the compass through the journey of wellbeing, we
point out our inner compass: our feelings, emotions, and intuition. Thus, we
should be aware, understanding how we are feeling, naming our emotions,
connecting them with our behaviours, and knowing how to use our intuition
to cope with all kinds of “weather” (colleagues’ mood, uncontrollable
circumstances, disruptive behaviour from students in class, professional
development opportunities, recognition of a good job, etc.).

“we point out our inner compass:

our feelings, emotions, and intuition”
We also need to pay attention
to the impact we produce on
the wellbeing of people around
us, such as colleagues,
students, families, etc. Our
thoughts and feelings can
influence both the behaviour
we show in our daily life and
the emotional reaction that we
show in our relationships.
TEACHING TO BE: A PATH TO WELLBEING Chapter 3 25

It is important to find opportunities

to reflect and think about our inner
compass. Now, we offer you the next situation. Read it and reflect
through some questions to improve the direction of your compass:

“The pupils had not listened to my explanation,

they were talking with each other, and they did
not stop when I asked them.
I am a bad teacher. I do not have authority and
that is why I do not have discipline in the class.
I felt powerless and angry, and I yelled at them”.

Before reacting toward the situation, take a deep breath and

exhale, talk to someone about how you feel (colleague, friend
out of the school, partner, siblings, etc.). Later, you will be more
prepared to evaluate the situation.

Now think about what aspects of your work you

can influence and what aspects cannot.
TEACHING TO BE: A PATH TO WELLBEING Chapter 3 26

How do our thoughts influence us?

We all have thought patterns and need them to process our daily experiences.
Some patterns are presented here below to help you to reflect about it. Along with
these patterns, you will find some alternatives:

Overgeneralization: Alternative:
it means drawing broad “Focus on exceptions to the
conclusions based on limited overgeneralization. Are
information. “The pupils were there times it’s not true? If
talking during my explana- so, it may be helpful to be
tion, meaning that I am a more mindful of behavior
bad teacher. I will never that doesn’t fit into the
have authority like others!” overgeneralization.”

Shoulding: “What is the effect of

With the use of should we believing in rules you
express that we want the think exist and imposing
world to be like we expect it them on yourself and
to be. So, we deny the reality others? What is the effect
that things are as they are. of thinking “it’s okay to
“I shouldn't feel this way.” feel this way sometimes”?”
“She should have called me!”

Personalization:
it is a logical mistake that consists of connecting
some situations and people's behaviours, reactions
with ourselves in a wrong way. “She did this to
prove to me how better she is (than me)!”
TEACHING TO BE: A PATH TO WELLBEING Week 3 3
Chapter 27

Negative filtering or “Seek out counterexamples to

discounting the positives: balance your view. If you
you “hear” the whole of hold the view that others do
important information not like you, can you think of
selectively - just focusing on any opposing examples?
negative evidence and not Have you ever interpreted
hearing the positive ones. friendly gestures as someone
“My boss gave me positive “just being nice” or “taking
feedback on my presenta- pity on” you?
tion, but she was just trying
to be nice.”

Black and white thinking: “Think of a spectrum with the

there are only two opposite black and white thoughts on
options. “She is a bad each extreme (e.g., one end of
teacher!” (so I am the the spectrum is “I’m a failure,”
good one) “He is so lazy!” and the other end is “I’m a
(and I am so effective). success”). What lies in between
the two poles? Can a person be
successful in some ways but
still “fail” in others?”

Mind reading: it means predicting what someone else is thinking.

“She said that - she hates me for sure!”
TEACHING TO BE: A PATH TO WELLBEING Chapter 3 28

Jumping to conclusion: “Your predictions about a

it is like predicting the future situation are one possibility
without knowing what may but there are multiple ones.
happen. After a teacher makes How likely is each possibility
a mistake at work she/he thinks: will happen?”
“I'm going to get fired.” That
can continue with a never
ending spiral: If I get fired, I
won't be able to find a new
job.” etc.

Catastrophizing: “Instead of stopping with “I

“it can go hand-in-hand with won’t be able to handle it if
jumping to conclusions. that happens,” think about
Sometimes when we’re what you would actually do if
fortunetelling or predicting your “worst-case scenario”
possible outcomes, we came true. Have you ever been
predict that the outcome will in situations that were similar
be so terrible that we won’t in any way? How did you
be able to manage: “I will get manage? Have you ever heard
ill, or I will die. - “That is awful, of someone being in this
is terrible!” situation and recovering? How
did they do it? What are the
resources you could access?”

When you reflect on your personal thinking patterns with

your colleagues what similarities/differences do you
recognize?
Which are the most common?
TEACHING TO BE: A PATH TO WELLBEING Chapter 3 29

Fill the following table with your

own examples. You can follow the guidelines from the
inquiry and progress phases (the model ABC and the patterns issue):

A The Situation B Thoughts (beliefs):

the pattern C Emotions/behaviours
I alternatively take
TEACHING TO BE: A PATH TO WELLBEING Chapter 3 30

A The Situation B Thoughts (beliefs):

the pattern C Emotions/behaviours
I alternatively take
TEACHING TO BE: A PATH TO WELLBEING Chapter 4 31

Chapter 4 “I am stronger than you

because I lean on you”
(Carmen Conde)
TEACHING TO BE: A PATH TO WELLBEING Chapter 4 32

Do you know that…?

Perceptions of the availability of social support (colleagues,
principal) have been associated with better outcomes during
times of stress, both in the professional and personal sides
(Sarason et al., 1997; Wethington & Kessler, 1986)

In fact, the quality of your social relationships

can predict the wellbeing
(Diener & Seligman, 2002)

Regarding this information, the objectives for this week are:

Objectives for this week

To explore sources of support offered

1 by different aspects of our lives and
different groups of people.

To discover as professionals what

2 ways could contribute to create
more positive environments.
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 4 33

Think of the supportive people you

are in contact with at your job and
in your personal life (as you know, our personal life can
strongly affect our work life). You can enumerate them in the next lines.
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 4 34

Now, look the next social support network analysis table and try to include people
who you highlight in the different columns:

Social support network analysis

Informative support Instrumental/practical Companionship support
support
People who provide People who engage in
information or advice People who provide shared social activities
needed to solve problems financial assistance,
or reach goals material goods, or services (at school: e.g. coffee
breaks, school projects,
(at school: e.g. mentor, (at school: e.g. teaching time outside the class-
more experienced teacher, materials, training) room)
colleague, principal…) Also: service points, organi-
zations)
Also: service points,
organizations

Names: Names: Names:

Identify specific examples Identify specific examples Identify specific examples

of their support: of their support: of their support:
TEACHING TO BE: A PATH TO WELLBEING Chapter 4 35

“No boat moves in isolation from This environment is characterized

the water. Just like the water entails by many factors, like our job, our
the space in which the boat moves, house, our possessions, geographical
this is the direct environment that location, etc. In short, it is our direct
we live in and interact with. physical reality”.

All the other elements of the boat metaphor influence the way we
perceive and interact with our environment: holding negative
beliefs (I cannot do something) will be a “leak” in the boat. It will
mean to resist from leaving the comfort zone.

“All the other elements of the boat metaphor

influence the way we perceive and interact
with our environment”
TEACHING TO BE: A PATH TO WELLBEING Chapter 4 36

Think about the school environment and

the people who surround you there:

Colleagues
What is your relationship with colleagues?
You can write here some words to describe it:

Can you always get help you need from them? How?

Are your colleagues friendly, supportive, helpful?

What about school leadership?

Do you get help and support from them? How?

Are they respectful and do they praise good work?

TEACHING TO BE: A PATH TO WELLBEING Chapter 4 37

Environment outside of the school and the

people in your private life:
Do they play an informative support role? Does any instrumental or practical
support resource exist? Can it be a companionship support?
TEACHING TO BE: A PATH TO WELLBEING Chapter 4 38

Now think about the goal you have

set for yourself in the previous weeks.
- Which job resources (support from colleagues, support from leadership…)
can you find in your work?
- Which are the most important?
- How can these people help you?

Write down your reflections as conclusions when you think about your job
satisfaction related to job support:

Did you notice if there is anybody in your environment that needs your
help and how can you help him/her?

What could be done at your workplace to strengthen teachers' job

resources in general?
TEACHING TO BE: A PATH TO WELLBEING Chapter 5 39

Chapter 5
“Change only happens
when people modify their habits”
(Gwynne-Atwater)
TEACHING TO BE: A PATH TO WELLBEING Chapter 5 40

Objectives for this week

To know some time management

1 strategies and tips

To implement new time management

2 strategies in your daily life.

Do I usually manage
my time at school in
a proper way?

What could I do
to manage my Could the time management
time better? strategies reduce my feelings
of stress at work?
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 5 41

Knowing about different time

management strategies is the first step
using them is the second, usually harder, one. Implementing changes
means stepping “out of the box” and insisting on the change
you've selected long enough to become an automatic part of your behaviour.
These processes include new, exciting experiences that fill you with joy, but
also some regressive and resisting behaviours. That is why you have to be
prepared!

Now, you can reflect about the difficulties you encounter when trying to
establish new time management practices
TEACHING TO BE: A PATH TO WELLBEING Chapter 5 42

Successful experience
with implementing changes
like some time management tips, will help you to focus on a personal level, but
also for social and organizational support. It contains reflection and evaluation of
situations that are crucial for insisting on a change you've chosen.

Now, you can reflect about the your experience implementing changes in your
professional career. For instance, you can reflect here about how you evaluate
changes that happen in your organisation and how these changes affected
your daily live as a teacher or educator
TEACHING TO BE: A PATH TO WELLBEING Chapter 5 43

Write down the answers on the

questions below:
1.What do you think about implementing changes in general?

2. Which strategies do you use to manage your time?

(Bonus question: Ask your colleague what his/her experiences are with time management
strategies)

3. How long could it take you to feel comfortable with implementing a new routine?
How long do you insist on change to become a “natural” part of your working?
TEACHING TO BE: A PATH TO WELLBEING Chapter 5 44

In this section, you will work on two time management techniques:

the Eisenhower matrix and the Pomodoro technique.
You can apply them during the week and assess how helpful they were
for your daily routines at work.

1. The Eisenhower matrix

This matrix can help us make decisions on what's urgent and important.
Try to think on the main tasks for the next week and follow the next three steps:
Step 1: Brainstorming. Write down all the tasks you need to do this week.
TEACHING TO BE: A PATH TO WELLBEING Chapter 5 45

Step 2: For each task that you wrote, ask yourself:

Is this task urgent? Is this task important?Based on that, write the tasks from the first
step into the next matrix:

Urgent Less Urgent

urgent and important less urgent but important

Important

urgent but less important less urgent and less important

Less Important

Step 3: See in the matrix what the tasks under each number means for your time management
which task should you do, which can be planned ahead, which to delegate and which to
eliminate as much as possible.
Urgent Less Urgent

1. DO 2. PLAN AHEAD
Important

3. DELEGATE 4. ELIMINATE AS MUCH AS POSSIBLE

Less Important
TEACHING TO BE: A PATH TO WELLBEING Chapter 5 46

2. The pomodoro technique

The pomodoro technique uses a timer to break down work into intervals of about
25 minutes, separated by short breaks. Each interval is known as a pomodoro. The
goal is to commit a certain number of time to just one task and blocking off time
for other tasks.

Let’s put this technique into practice. Read and follow the five basic steps:
1. Decide on the task to be done.
2. Set the pomodoro timer (traditionally for 25 minutes).
3. Work on the task.
4. End work when the timer rings and take a short break (5-10 minutes)
5. After four pomodoros, take a long break (20-30 minutes).

After practicing both techniques, reflect on these final questions:

- Where these techniques helpful to improve the way you manage your time at work?

- Do you think you could apply them to your daily life at work?

- What would be the benefits of applying these techniques to your work?

TEACHING TO BE: A PATH TO WELLBEING Chapter 6 47

Chapter 6
“One book, one pen, one child,
and one teacher can change the world”
(Malala Yousafzai)
TEACHING TO BE: A PATH TO WELLBEING Chapter 6 48

Objectives for this week

To reflect on the importance of

1 classroom management strategies

2 To know some good classroom

management strategies and tips

To implement new classroom

3 management strategies in
your daily work

Do I usually manage
my classroom in an
effective way?
What could I do to manage
my classroom in a better way?
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 6 49

There is a general perception that the students are the class leaders in the classroom.

However, leading a child on a learning

path and helping him or her grow is a
teacher's job.
The teacher makes decisions on how to conduct the lesson, what kind of
environment to create in the classroom, what teaching methods to choose,
how much time to spend on reflection, whether students should set and
write down personal learning goals, to encourage students to support each
other, or to belittle each other.

In which situations do you feel that you lead the class well?
What helps you to lead the class?
TEACHING TO BE: A PATH TO WELLBEING Chapter 6 50

To organize teaching/learning
effectively in the classroom,
it is important to choose appropriate methods for creating a good learning
environment. Here is a list of methods (Learning to be Toolkit, 2019):

Setting learning goals

1. The teacher presents the topic (ideally, including visual aids).
2. The teacher asks the students to think about a personal/common
goal for the class (students can flip through the textbook, read some
materials or talk to a friend).
3. The teacher moderates a discussion about setting goals.
4. After the discussion, the students formulate their goals.
5. The students write down their individual goals, or the teacher writes
down the shared goals.
6. The teacher sets a specific time when the students will be able to
discuss their progress in achieving the set goals.

Think-pair-share
1. The teacher decides a specific task or question.
2. THINK: The teacher begins by asking a specific question about the
topic. The students “think” (7-10 sec.) about what they know about
the topic.
3. PAIR: The teacher pairs the students or makes small groups and
students share their ideas.
4. SHARE: The teacher expands the previous activity of sharing in pairs
or in small groups into the whole-class discussion.
TEACHING TO BE: A PATH TO WELLBEING Chapter 6 51

Wait time
(1) The teacher asks a question;
(2) deliberately pauses for 7-10 seconds while students are
thinking and
(3) collects the answers.

Group work
1. The teacher divides the class into groups of 3-5 students.
2. The teacher asks a question or provides the groups with a task (If
the teacher asks a question, Wait Time should be used; if the
teacher gives a more elaborate task, the students should select their
basic group roles and appropriate tasks for each group member).
3. The teacher gives a certain time frame to complete the task or
answer the question.
4. Each group presents their answer or completed task orally or with
written reports (Written reports could be posted on the wall, while
the students informally circulate around the room and read each
other’s answers).

Accountable talk
1. The teacher starts a class discussion related to the lesson topic.
2. The teacher explains that in a learning discussion, each contributor
to the discussion is held accountable, i.e., he/she is supposed to give
reasons and evidence for his/her opinion.
3. The teacher poses an open-ended question and guides the
students in an accountable talk discussion.
4. The teacher asks a volunteer to answer the question.
5. The teacher asks other two/three students to add some information
to what the first student has already said.
6. The teacher leads reflection.
TEACHING TO BE: A PATH TO WELLBEING Chapter 6 52

Modeling/Demonstration
1. The teacher describes the features of a concept or the steps in
performing a skill, emphasizing the key elements.
2. The teacher breaks down the concept or skill into small learnable
segments.
3. The teacher thinks aloud as she/he models, giving good and bad
examples of human daily practices and habits.
4. The teacher motivates the students to learn through demonstra-
ting enthusiasm and maintaining a lively classroom. The teacher
engages the students through periodically questioning them, and
checking for understanding, thus showing an example of an inspi-
red person.
5. The teacher asks the students to practice performing the skill
themselves.

Learning via play

1. The teacher selects a game that reflects the topic of the lesson.
2. The teacher decides if the game will be used for the Inquire
phase, the Gather phase, or the Process phases.
3. During the lesson, the teacher explains to the students the rules
and the purpose of the game.
4. With a few volunteers, the teacher shows how the game should
be played. The students play the game. During the reflection, the
teacher tries to establish links between the students’ experiences
and the topic of the lesson.
TEACHING TO BE: A PATH TO WELLBEING Chapter 6 53

Kinesthetic activities
1. The teacher decides which kinesthetic activity suits the lesson topic
and objective.
2. At the appropriate time in class, the teacher explains and models
the activity.
3. The students carry out the kinesthetic activity according to the
teacher’s instructions.
4. The teacher monitors students’ work.
5. After the activity, the teacher and students reflect on how the
activity went.

Reflection
1. The teacher forms a question or a statement for reflection on the
lesson topic.
2. During the learning process or before the end of the topic, the
teacher asks the students the question or the statement.
3. The students participate in the reflection by answering the question
or commenting on the statement. It is recommended to use the
Think-pair- share method.

Graphic and other

visual organizers
1. The teacher or the whole class prepare graphic or visual organizers
for a specific topic.
2. Visual organizers are put up on the wall in a visible place.
3. During the lesson, at the appropriate times, the teacher draws the
attention of the students to the visual organizers.
TEACHING TO BE: A PATH TO WELLBEING Chapter 6 54

Feedback
1. The teacher observes the students or reads the students’
papers and assesses the students’ current level of knowledge
and performance.
2. The teacher decides on how the feedback on the specific
task will be delivered.
3. The teacher thinks over what steps the student could take to
improve his/her current knowledge and skills.
4. The teacher provides the students with feedback.
5. The teacher allocates the time for the students to examine the
feedback and set objectives for improvement as well as decide
on ways how to improve.

These methods can help the teacher to create a favourable

learning environment. Take a minute to look again at the
methods and reflect on these questions:

- Which methods have I already used in my class? Do I regularly

use any of them with my students?
- Are there any methods that I have never used before? Any new
methods that I didn’t know?
- Could I apply any of them in my classroom? What would be the
benefits of using them?
TEACHING TO BE: A PATH TO WELLBEING Chapter 6 55

Teaching time can be divided into three parts:

Welcoming inclusion activities,

engaging strategies,
and optimistic closure.
Here is an example of how teaching methods can be used to successfully plan each part
of a lesson:

- Class circle
Welcoming inclusion activities
- Greeting ritual
(1 – 10 min.)

Engaging strategies - Working in pairs/groups

(1 – 15min.) - Playing game

- Kinesthetic exercises
- Meaningful conversation

Optimistic closure - Reflection on what I learned

(3 – 5min.) - Say goodbye with warm wishes
- Reflecting on what I will take,
and what I bought today
- Answer the question of what to
expect from the next lesson
- Saying "Thank you"
TEACHING TO BE: A PATH TO WELLBEING Chapter 6 56

Now, it is your turn!

Take some time to think about your next lesson. In the table, write down the ideas about
how you can achieve the following three goals in your lesson: create an inclusive environ-
ment, use inclusive methods, and finish the lesson with optimism.

Welcoming How can you create an inclusive environment?

inclusion
activities

Engaging What kind of inclusive methods or strategies could you use?

strategies

Optimistic How can you finish the lesson with optimism?

closure

After filling out the table, print it out or save it.

TEACHING TO BE: A PATH TO WELLBEING Chapter 6 57.A

Do what you have planned for the

next lesson. Answer the questions
as self-reflection after the class:
Do what you have planned for the next lesson. Answer the questions
as self-reflection after the class:

How did you manage to implement what you planned?

How does the plan enhance your effectiveness?

What was successful? What was difficult?

How did you feel leading this lesson?

TEACHING TO BE: A PATH TO WELLBEING Chapter 6 57.B

How did the students feel? What kind of behaviour illustrates their
well-being?

How could you enrich your next lesson with this week’s material?

After reflection, find a partner and discuss experiences and

further intentions to continue strengthening self-efficacy.
TEACHING TO BE: A PATH TO WELLBEING Chapter 7 58

Chapter 7
“The key is not to prioritize
what’s on your schedule but
to schedule your priorities”
(Stephen Covey)
TEACHING TO BE: A PATH TO WELLBEING Chapter 7 59

Objectives for this week

1 Recognising stress response

Accurate self-assessment
2 and perception of emotions

Reflecting on stress
3 management strategies

4 Building resilience
TEACHING TO BE: A PATH TO WELLBEING Chapter 7 60

Stress response is an inherently normal When we have stress in our daily lives
reaction of human beings to changes in the (too many things to do, emotional
environment. It could be argued it is purely expressions, etc.) and we don't "let go"
biological when our organisms are aroused of this stress on a physiological level,
when we face a novelty, whether it is a we get stuck in those fight-flight-freeze
pleasant or unpleasant one, and this arou- responses. When we don't "let go",
sal demands more energy from our bodies somewhere in our physiology we
than the performance of routine tasks. remain trapped and every day new
stress accumulates in the body, toxic
We are simply genetically pre-program- and unreleased.
med to become more attentive when
making decisions, especially in the face of
danger. Our reaction can be “fight, flight or
freeze” and is a normal response to stress.

Sooner or later the system will be full

and start to overflow in the form of
symptoms: exhaustion, chronic pain,
weakened immune system, digestive
and sleep problems, fatigue, chronic
tension, anxiety, depression, etc.
TEACHING TO BE: A PATH TO WELLBEING Chapter 7 61

Now, take your time to think about you.

What was your stress response in some recent situation?

What you did to manage it? Was it helpful?

Can you list some successful strategies you applied?

TEACHING TO BE: A PATH TO WELLBEING Chapter 7 62

Reflect on the processes

that are crucial to insisting
on the stress response. It
can be difficult to recognize
the true triggers of stress
during long-term stress.
Sometimes even a colleague's breathing may seem to be
annoying, but, likely, the feeling of annoyance is not caused by
a colleague's breathing but by a long-standing conflict
between them.

If you can identify the cause of the stress, then it is easier to

name and solve the problem; however, if you cannot, solve the
problem or identify the reasons, you still can take care of
yourself by making a short- and long-term plan for self-help.
TEACHING TO BE: A PATH TO WELLBEING Chapter 7 63

Think about how you know you are experiencing stress on a behavioral,
emotional, physical, cognitive and social level.

Check and underline no more than ten reactions you commonly have
when under stress.

Behavioral Emotional Physical

- Change in activity levels - Feeling heroic, euphoric - Increased heart rate and

- Decreased efficiency or invulnerable respirations

and effectiveness - Denial - Increased blood pressure

- Difficulty communicating - Anxiety or fear - Upset stomach, nausea,

- Increased sense of - Worry about safety of diarrhea, sickness

humor/gallows humor self or others - Increased or decreased

- Irritability, outbursts of - Irritability or anger appetite which may be accom-

anger, frequent arguments - Restlessness panied by weight loss or gain

- Inability to rest, relax, or - Sadness, moodiness, - Sweating or chills

let down grief or depression - Tremors or muscle twitching

- Change in eating habits - Vivid or distressing - Muffled hearing

- Change in sleep patterns dreams - Tunnel vision

- Change in job perfor- - Feeling overwhelmed, - Feeling uncoordinated

mance helpless or hopeless - Headaches

- Periods of crying - Feeling isolated, lost, - Sore or aching muscles

- Increased use of tobac- lonely or abandoned - Light sensitive vision

co, alcohol, drugs, sugar - Apathy - Lower back pain

or caffeine - Feeling misunderstood - Feeling a "lump in the throat"

- Hyper-vigilance about or unappreciated - Easily startled

safety or the surrounding - Fatigue that does not improve

environment with sleep

- Menstrual cycle changes
- Change In sexual desire or
response
- Decreased resistance to colds,
flu, infections
- Flare up of allergies, asthma,
or arthritis
- Hair loss
- Being ill and can not recover
TEACHING TO BE: A PATH TO WELLBEING Chapter 7 64

Cognitive Social
- Memory problems/forgetfulness - Withdrawing or isolating from people
- Disorientation - Difficulty listening
- Confusion - Difficulty sharing ideas
- Slowness in thinking, analyzing, or - Difficulty engaging in mutual problem
comprehending solving
- Difficulty calculating, setting priorities - Blaming
or making decisions - Criticizing
- Difficulty Concentrating - Intolerance of group process
- Limited attention span - Difficulty in giving or accepting support
- Loss of objectivity or help
- Impatient with or disrespectful to others
TEACHING TO BE: A PATH TO WELLBEING Chapter 7 65

Now look at the list and find out

those questions
What are the top three/ four stressors that impact your professional wellbeing?

Is there a level that is more challenging to you than others (i.g., cognitive)?

What do specific stress reactions (also across the different categories) show
you?

What priorities can you make at work to reduce the stressors?

Then, let’s do a group work

Discuss and share with colleagues what kind of stress factors and reactions
are more prevalent.

How the school community could handle teacher long term stress? What
actions can be made to deal with these stressors?"
TEACHING TO BE: A PATH TO WELLBEING Chapter 8 66

Chapter 8
“Mens sana in corpore sano”
(Latin cite, Juvenal Satires)
TEACHING TO BE: A PATH TO WELLBEING Chapter 8 67

Objectives for this week

Learn how to effectively cope with

1 emotional stress that is particularly
painful or challenging.

Work on our emotional responses

2 on stressful situations

Learn how to have contact

3 with ourselves, with our breathing
and feelings.
TEACHING TO BE: A PATH TO WELLBEING Chapter 8 68

We want to give you some ideas on how to stress levels by eliminating the stressful
effectively drive your sailing boat through situation, we can work on our emotional
difficult times (rough sea, bad weather...) response to it. As with any other skill,
The sailor in those situations can face a lot perseverance and regular practice are
of stress. required to manage emotions and
successfully regulate demands. To
Ignoring feelings is not the healthiest way to recognize when we are stressed we
deal with them. That does not make them need to have contact with ourselves,
go away but can cause them to come out with our breathing and feelings.
in different ways. If we can't change our

Let’s see how to do it!

TEACHING TO BE: A PATH TO WELLBEING Chapter 8 69

Imagine that the following

situations happens to you:
During the teachers' methodological group meeting, the teacher
receives information that she/he will have to participate in a
working group and complete a common task on a set day and
time. The teacher was planning to work for her/himself on this
particular day and time, and now, she/he feels guilty about it.

1 Identify the signs of stress:

what are the behavioral, physical, cognitive, emotional or social
aspects in which you are feeling stressed? (If you need, check in
the previous chapter the list of signs)

2 Understand the cause of stress:

What causes and triggers the stress in that situation?
Circle all the options that would apply for you in that situation:

a. Conflicts in interpersonal relationships

b. Unexpected events

c. Events beyond our control

d. Problems in your personal life

e. Problems at work

f. Excessive workload

g. Other: ______________
TEACHING TO BE: A PATH TO WELLBEING Chapter 8 70

3
Name the feeling that you think you
would be experiencing during the
situation.
Circle all the options that would apply for you in that situation:

Anger Panic

Self-blame Despair

Frustration Sadness

Apathy Shame

Aggression Self-pity

Fear

4
Apply coping strategies:
What coping strategies might you use to reduce the feeling of stress? You have
already read about some effective copying strategies within the course, would
you apply any of them to this specific situation?

Keep reading to familiarize yourself with

some other effective coping strategies!
TEACHING TO BE: A PATH TO WELLBEING Chapter 8 71

In stressful situations, emotions tend to reach a critical point and you may no longer be
able to control the situation or regulate your emotions. Think about whether or how you
can recognize the critical point at which your emotions (anger, fear, ...) reach a stage
where they take on a life of their own and can no longer be controlled.

Recall a situation where you have

crossed the critical point (if you
haven’t, imagine a situation in
which you would cross that point).
How did you act?

What was the context of this situation?

How did it contribute to reaching the critical point? How did you feel about it?

What did you do to control your feelings?

TEACHING TO BE: A PATH TO WELLBEING Chapter 8 72

In a previous week you tackled emotions

that caused stress response.
Now reflect on the demands you have in your job:
- Are there specific job demands that you experience as stressful?
- Share your reflections with other colleagues: Are there some common job demands that
are experienced as especially stressful in your workplace?

What can we do to handle

that stress reaction?
Some tools to reduce stress might include meditation,
walking, giving thanks for what you have, physical
and social activities, etc. You can try one of the
following relaxation techniques:

1
Balloon breathing
This is a very simple exercise you can apply anytime during the
day or before sleeping. Relax your body and breath normally for a
while. Imagine a balloon in your belly. On each inhale balloon gets
bigger, on each exhale balloon gets smaller. Keep doing it for a
few minutes and track how you feel afterwards.

2
Grounded Curiosity Breathing:
This exercise might be used when having difficult conversations or
situations with other people.

While in the conversation, begin to pay attention to your breathing.

After a few rounds of just attending, invest your breathing with
intentions that will help you perform in the upcoming difficult
conversation or situation.
Feel the effects of inhaling as if gathering inspiration from your
surroundings and imagine being curious about your own
experience and the experience of the person you are speaking
with. As you breathe out, feel grounded in your physical posture
and stability. Continue to breathe for a few minutes: breathing in
feeling curious; breathing out feeling grounded.
TEACHING TO BE: A PATH TO WELLBEING Chapter 8 73

3
Breath counting
Breath counting is another simple breathing practice that will
immediately draws you into the present moment.

This technique consists on listening to your natural breath, deepen

your inhalations and exhalations and draw air in through your
nose for a slow count of four and then release air out through your
nose for a slow count of four. Consciously count the time for each
inhalation and each exhalation, equalizing their lengths.

4
Emphasize the Exhalation
This technique is a variant from the Breath counting procedure. In
this one, you may draw air in through your nose for a slow count of
four and then release air out through your nose for a slow count of
six or eight. Emphasize your exhalation by drawing it out to a
longer pace than your inhalation.

By emphasizing your exhalation, you not only bring your aware-

ness and attention to your breath—which is already inherently
calming. You also create an even greater sense of overall calm.

5 Mindful Awareness
Mindfulness is a powerful practice. The practice draws you into the
present moment and keeps your attention on one thing at a time,
which may help to calm stress and anxiety.

For this practice, you could try to scan your surroundings. As you
look throughout the space around you, identify some objects that
you can see, listen to the sounds around you, smell then draw
your attention to the smells in the air, after that to any tastes in
your mouth and finally bring your awareness to the sensation of
touch. Pay attention to what you feel and identify the sensations
with your five senses. Finally, draw your awareness inward and
pay attention to internal sensation (the movement in your belly,
the air in your lungs, your muscles, thoughts in your mind,…).
When you feel ready, slowly bring your awareness back to your
surroundings to prepare to move on with your day.
TEACHING TO BE: A PATH TO WELLBEING Chapter 8 74

6
Muscle Relaxation
(Jacobson)
Jacobson relaxation technique consists on tensing and
relaxing the muscles of the body progressively for an interval
of 5-7 seconds of tension and 20 to 30 seconds of relaxation.
It includes tensing and relaxing the arms, face, neck, head,
abdomen, shoulders, legs and sometimes other parts of the
body.

7
Eight step mindful walking
This practice could be used while walking anywhere - to the
classroom, to the car, or at home. It allows us to calm our
brain and draw attention from the stressor to the sensations in
the body. It consist on walking slowly while you feel the direct
sensations of your feet and legs moving (heaviness, pressure,
movement, temperature...) With each step, feel the steady
contact with the ground.

8 Mindful movement
Move your body in any way that feels appropriate while
mindfully paying attention to your breath. Slowly flow your
body in movement - any kind of. Whatever way you like to
move your body is the best antidote for a busy, stressed-out
mind. Move mindfully for the time you need. Whatever feels
manageable and helpful for you will be the best way to
support your overall wellbeing.

Movement is a powerful practice to ground you in your

body and get you out of your head.
Slow, soothing practices like gentle yoga can be the perfect
practice to support your mental health and wellness.

It is not stress that kills us, it is

our reaction to it.
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 75

Chapter 9
“In our/your water
there are other boats too!”
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 76

Objectives for this week

Encouraging (self) empathy,

1 compassion, perspective-taking,
respect for myself and others

Reflecting(self) worth and

2 appreciate diversity
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 77

We can identify two different

types of empathy.
Lishner, Stocks and Steinert (2017)

differ between:

Cognitive empathy Affective empathy

Adopting the perspective of another Describe a broad range of affective
(imagine-other perspective taking) phenomena. One such phenomenon
and imagining oneself in the situation involves feeling the same affective or
of another (imagine-self perspective emotional experience as another
taking). person.

4 qualities of empathy:
perspective taking,
staying out of judgment,
recognising emotion in others
and communicating that, and feeling with people.

If we are emphatic, we identify with the same emotion

as a person we are emphatic with - we feel the same
emotion: we connect with him/her.
 1
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 78

In the next lines, reflect about how

you would describe empathy from
your own experiences.
Do you think you are an empathetic person? What features do describe you as
empathetic?

Now, visualize the next two videos from Brené Browns to understand
concepts of empathy and vulnerability in depth.

https://www.youtube.com/watch?v=1Evwgu369Jw
https://www.ted.com/talks/brene_brown_the_power_of_vulnerability?language=sl
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 79

In this phase, think about how often you find yourself in situations where you say:

“I won’t do that anymore,

I won’t talk like that anymore.”
Now, analyse the next mindmap

to understand the
process of empathic
communication:

1
Recognition of your
actions that affect your
professional well-being

2
Recognition of
your feelings

3
Identification of needs
that caused the
feelings that you are
experiencing
4
Identification of
actions to enrich
your well-being
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 80

1
• Try not to divide people into 'bad' and 'good' categories
because it encourages violence.

• Try not to compare yourself: comparisons lower

self-esteem. It blocks growth and reduces compassion for
oneself and others.

• Try not to deny responsibility. We are responsible for our

thoughts, feelings and acts.

• Try not to use this type of sentence: “I have warned you: if

you disobey, you will be in trouble”. Doing so, you are
intimidating others to obey you.

• Try not to use this type of sentence: “He/she deserves to be

punished for what he/she did/did not do”. Doing so, you
create an evaluation and expression of opinion about who
deserves what.

• Trust a person can change and improve! Phrases that

express disbelief encourage reconciliation with the
situation and undermine self-esteem and discourage the
search for solutions.
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 81

2
• To distinguish feelings from thoughts.

• To distinguish what we feel from what we think we are, and

name the true feelings

Spellbound
fulfilled
Enthusiastic
concerned confident

thankful blissfu Overwhelmed

upbeat inquisitive
tense

comfortable
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 82

3
Self-blame
By choosing this, we lower our self-esteem,
which causes a feeling of shame that may
lead to depression.

Blaming others
By blaming others, we cultivate anger within
ourselves.

Understanding
your own feelings
and needs
By focusing on our feelings and needs, we can
express our feelings more accurately.

Understanding the
feelings and needs
of others
The ability to see the feelings and needs of
others, so we can take responsibility for our
feelings and not blame other people.
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 83

4
1) Use positive language when asking for something, and express
what you want as accurately as possible.

2) The request must reflect feelings and needs, otherwise, it will be

accepted as a requirement.

3) Ask the listener to respond to make sure you have been heard.

4) Say thank you when the listener tries to satisfy your request.
TEACHING TO BE: A PATH TO WELLBEING Chapter 9 84

Read the statements and apply the

rules of empathic communication
like in the example
Instead of saying: “You disappointed me when you didn't come to the consultation
yesterday”, say "I was disappointed when you didn't come to the consultation
yesterday because I was worried that we’re not ready to answer".

1. Nothing good can be expected from these students as they come from
disadvantaged families.

2. It is not possible to teach gifted students in such a classroom.

3. I feel tired.

4. I feel like he does not like me.

5. I cannot learn anything.

6. You do not understand, it is not for students.

7. I want you to leave me alone.

8. I would like you to respect my opinion.

TEACHING TO BE: A PATH TO WELLBEING Chapter 9 85

Now is time to apply!

For a few days this week, keep track of the way you communicate with
others at work (school principal, colleagues, students, parents).

Write down here some relevant phrases you tell when communicating with
others and take some time to analyze them.

Describe how well the wording you used is in line with the principles of
empathic communication, could you change the wrong reactions/words
into appropriate ones?

Write down the phrases you hear and take some time to analyze them.

Describe how well the wording that you heard is in line with the principles of
empathic communication, could you change the wrong reactions/words
you heard into appropriate ones?
TEACHING TO BE: A PATH TO WELLBEING Chapter 10 86

Chapter 10
“In times of stormy weather, other
boats can help us stay on our
course and remind us of what is
truly important on our journey”
TEACHING TO BE: A PATH TO WELLBEING Chapter 10 87

Objectives for this week

Encouraging (self) empathy,

1 compassion, perspective-taking,
respect for myself and others

Developing communication
2 skills and relationship building

Analysing, evaluating and

3 reflecting on professional
situations
TEACHING TO BE: A PATH TO WELLBEING Chapter 10 88

Encouraging (self) empathy,

compassion, perspective-taking,
respect for myself and others

“I'm OK…You’re OK”

1
Realistic people with this position about themselves and
others can solve their problems constructively. They accept
the significance of people and get along well with others.
They achieve independence (I can do things on my own) and
interdependence – “I can choose to be part of a team and
accomplish even more than what I can do on my own”.

2
“I'm OK…You’re Not OK”
This is the position of persons who feel victimized or persecu-
ted, so victimizes and persecutes others. They blame others
for their miseries. This position corresponds to a superiority
position.

“I’m Not OK…You’re OK”

3
This is a common position of persons who feel powerless, not
good enough, or less important when they compare themsel-
ves to others. People in this position feel not good enough or
less important. This position corresponds to an inferiority posi-
tion (I am inferior).

4
“I’m Not OK…You’re Not OK”
This is the position of those who lose interest in living, who exhi-
bit eccentric behavior, and in extreme cases, may harm
themselves or others. This is a position that one must work
themselves into.

We all use almost all of the four perspectives, even

though the first is the healthiest one in professional
(and personal) relationships.
TEACHING TO BE: A PATH TO WELLBEING Chapter 10 89

We talked about compass and

weather in previous lectures
already, and this week we will
upgrade those themes and
connect them with the
metaphor of other boats.
Some uncontrollable circumstances - like some of the behaviours of
the students, parents, colleagues, can cause negative emotions. The
compass indicates them, but our response is ineffective - we want to
control or avoid them, which paradoxically can lead to increased
negative emotions. some tools which help us to clarify situations:
table about OK positions to become aware of “life positions”
of yourself and others
TEACHING TO BE: A PATH TO WELLBEING Chapter 10 90

Here below you will find some

examples concerning the 4 types
of basic attitudes, perspectives:

It is good for both of us:

1
If a student frequently disrupts the lesson, I seek a discussion. I make it
clear that there are certain rules and guidelines that must be respec-
ted in class. At the same time, I want to understand why the student is
disrupting the lessons. Perhaps he or she is going through a difficult
phase in life and needs support.
I´m OK, You are OK.

It is good for me, but it is bad for you:

2
The students are becoming more and more impudent. It seems to me
that today's parents no longer educate their children and expect us to
take over this task. But I don't put up with it. You just have to be strict
enough, and then no one will dare to disrupt the lessons.
I´m OK, You are not OK.

It is bad for me, but it is good for you:

3
The children and young people often make me feel insecure. They
know so much about computers, the Internet and things like that. I
don't know anything about it. My students often help me, which is really
nice of them. But I will never understand and be able to do such things
myself.
I´m not OK, You are OK.

It is bad for both of us:

4
Although I have been teaching for a long time, there are many things
that I do not know myself. The students know this and want to emba-
rrass me by asking me questions that I don't know the answer to. I feel
very uncomfortable and ashamed, even though I know that we are all
not omniscient. Why do the students have to take advantage of this?
I´m not OK, You are not OK.

Examine the provided examples and the table. The table shows
that, depending on the position that we choose, we make
decisions that affect our behavior and relationships with others.
TEACHING TO BE: A PATH TO WELLBEING Chapter 10 91

Recognize the life position of a student

(or of colleagues, parents) in different
situations, and think about your responses.
When a student says:“ I am a lost case for math.
I could never solve this problem without the help

A of a teacher.” or when a colleague says to us:

“I will never succeed with this class, I don't know
how to get authority like you do!” In which life
position is he/she? How do you respond to that?

When a student says to the teacher: “I can't do it,

and even you can't help me with that .” or when

B
a colleague says to us: “I don't believe that
anyone could help me with my role as a class
teacher, it is just hopeless!” In which life position
is he/she? How do you respond to that?
TEACHING TO BE: A PATH TO WELLBEING Chapter 10 92

When a student says to the teacher: “Teacher Tina had helped me so much, she knew
how to explain this to me. She was a good teacher. I understood her explanation. You

C and your explanation are only getting me even more confused.”or when a colleague
says to us: “I don't believe that you could do anything about the communication with
those parents. You don't know how to lead meetings like Carol (ex counselor) and I
did!” In which life position is he/she? How do you respond to that?

When a student says to the teacher: “I really like

this subject, your lectures are so interesting and

D you teach well.” “We did a great job in general,

there are some minor changes I suggest for the
nex time.” In which life position is he/she? How
do you respond to that?
TEACHING TO BE: A PATH TO WELLBEING Chapter 10 93

In the next lines, think about yourself

as a model of OK position:

- What life positions do you experience in professional situations?

- In which situations do these life positions become apparent?

- How do external circumstances affect your life positions?

(certain behaviors in other people, certain contexts,...)
TEACHING TO BE: A PATH TO WELLBEING Chapter 10 94

“Homework”
Observe your OK positions during next week
and fill the Table each day after your work”.

Position 1: I’m OK, you’re OK

Position 2: I’m OK, you’re not OK

Position 3: I’m not OK, you’re OK

Position 4: I’m not OK, you’re not OK

TEACHING TO BE: A PATH TO WELLBEING Chapter 11 95

Chapter 11
“The lighthouse is always
a reference point”
TEACHING TO BE: A PATH TO WELLBEING Chapter 11 96

Objectives for this week

1 To recognize strengths and to

improve self-confidence

Developing communication
2 skills in leading situation

Improving analysis, assessment

3 and reflection in different contexts
TEACHING TO BE: A PATH TO WELLBEING Chapter 11 97

The leader is (rather than follows)

a lighthouse and navigates his
own and surrounding sailboats a
right course.

Teacher leadership is leading within and beyond the

classroom.

Though school principals take on much of a school’s

administrative responsibilities, this doesn’t mean that
teachers can’t participate in shared leadership.

Part of developing as a teacher leader is learning, ‘how

do I work with adults?’ and that’s a different skill set.

Learning how to communicate effectively, take initiati-

ve and share their expertise are among a few skills that
distinguish teacher leaders.

The teacher’s wellbeing can be

influenced by:

• the leadership actions that teachers identify as enhan-

cing their well-being (feeling valued, meaningful
professional development, agency in decision making)

• the essential skills leaders demonstrate (relationship

building, contextual competence, social and emotional
competence).
TEACHING TO BE: A PATH TO WELLBEING Chapter 11 98

And what does it take to be a leader

in the classroom?

A leader in the classroom could be defined as an

individual who is able to guide students through the
learning process in a way that students are able to
understand and use the knowledge they have
acquired through the assistance of the teacher. In
this day and age of unmotivated, entertainment
driven students, it is hard to find classroom leaders
who are able to achieve this.

Educational research indicates that there

are five core behaviors that classroom
leaders need in order to help students to
learn. These behaviors are

• Clear lessons

• Variety in instruction

• Task orientation of the teacher

• Student engagement in learning

• High success rate of students

TEACHING TO BE: A PATH TO WELLBEING Chapter 11 99

In school, leading roles can be acted

very differently. How to navigate between
different types of leadership in school?

...

1. The captain (the leader) 2. The captain leads, and 3. The captain and the
leads, the team obeys. consults with the team but team are equal, and
(there is a gap between the makes the final decisions joint decisions are made
captain and the team, himself or herself (decision-making may
disrespect, reluctance to (as if the needs of the take longer, but people
repeat the trip) team are taken into feel like they matter and
account, but people do they are heard).
not feel as if they matter).

Answer the question to yourself:

Which type of leadership matches

TEACHING TO BE: A PATH TO WELLBEING Chapter 11 100

Leadership is not necessarily related

to titles or positions that are held
Draw a sailboat at sea that illustrates you as a class leader and your leadership role.

- How would you describe yourself as a leader?

- What is your biggest success?

- What do you excel at?

- What do they praise you for?

- What are you most proud of?

TEACHING TO BE: A PATH TO WELLBEING Chapter 11 101

Unexpected situations are part of

school life and often occur at
school where you need to take
the lead and make a decision,
assess the consequences here
and now, and take responsibility.
Have you ever been in a similar situation?
What helped you to demonstrate leadership in such type of a situation?
And what bothered you?
What could the community do?

Once these questions are answered, you are ready to discuss your approach
to leadership in the school community with others.
TEACHING TO BE: A PATH TO WELLBEING Chapter 11 102

What are the qualities of a good leader?

This exercise will help you to reflect on your personal and peer leadership.

1. Complete the next chart:

- Personal leadership qualities.

- Qualities that could be strengthened; colleagues could help you to accomplish this task.

- Write down leadership qualities that you do not have but your colleagues do.

2. Find some colleagues who are attending the course with you.
Note your sensations.
TEACHING TO BE: A PATH TO WELLBEING Chapter 11 103

3. Plan a time during which you can discuss the leadership of members
of the school community and look for solutions on how you can enrich
the leadership of members of the entire school community via your
leadership.

4. Share your list of leadership qualities and find a partner(s) among

colleagues who can help you strengthen your leadership qualities and
contribute to your leadership experience during the next reinforcement
of a colleague's leadership qualities.

5. Find out who could be your mentor when you need specific help to
demonstrate leadership.

After talking to colleagues, reconsider

the process by answering the questions:
- How do you assess your success? Are your expectations too high/too low?
How can you check that?

- Do you expect everything to be perfect?

- Do you compare yourself with your colleagues all the time?

TEACHING TO BE: A PATH TO WELLBEING Chapter 12 104

Chapter 12
“Without reflection, we go blindly on
our way, creating more unintended
consequences, and failing
to achieve anything useful”
(Margaret J. Wheatley)
TEACHING TO BE: A PATH TO WELLBEING Chapter 12 105

Objectives for this week

Visualizing work performance

1 to help deliver better results
and boost productivity.

Analysing particular situation,

2 identifying and reflecting on
desired situations

“Turn and observe the

wake of your sailboat”
TEACHING TO BE: A PATH TO WELLBEING Chapter 12 106

This week is the last week of

learning and it is dedicated
to reflection.
We invite you to remember what you learned during this well-being
journey, what was successful, what you experienced and what you
learned, and how you can apply it and further strengthen your
professional well-being.

The importance of reflection cannot be overstated because it helps:

1. to understand how you best learn

2. to understand yourself
3. to adapt to the learning process - encouraging innovations to
understand different perspectives
TEACHING TO BE: A PATH TO WELLBEING Chapter 12 107

What? What happened? What did you learn? What did you do?
What did you expect? What was different? What was your reaction?

Reflect on the 12 weeks. WHICH 3 things I will take from this course
(how I will use it specifically in my everyday practice).

So What? Which things I will take from the course?

Now What? What are you going to do as a result of your
experiences? What will you do differently? How will you apply what you
have learned?

How I will implement them in the future?

TEACHING TO BE: A PATH TO WELLBEING Chapter 12 108

One of the most effective methods of reflection that can help you reflect
on the whole learning process from start to finish is the 3W method. It
helps to transform what has been learned into other contexts in the near
and distant future.

Read the 3W questions and reflect.

What? What happened? What did you learn? What did you do?
What did you expect? What was different? What was your reaction?

So What? Why does it matter? What are the consequences

and meanings of your experiences? How do your experiences link to
your professional and/or personal development?

Now What? What are you going to do as a result of your

experiences? What will you do differently? How will you apply what you
have learned?

What?

Now So
What? What?
TEACHING TO BE: A PATH TO WELLBEING Chapter 12 109

Write the answers to these questions. Take about 5 minutes (15 minutes in
total) to reflect on each question.

You can see space after each question to write the answer.

Reflect on the 11 weeks. What topics were most interesting and touched you the most?
What? What happened? What did you learn? What did you do? What did you expect?
What was different? What was your reaction?
TEACHING TO BE: A PATH TO WELLBEING Chapter 12 110

Go back to week 2 – your goals. How did you succeed? Were you able
to reach your goals? What is still left to do?

So What? Why does it matter? What are the consequences and meanings
of your experiences? How do your experiences link to your professional
and/or personal development?

How and what can you use in the future?

Now What? What are you going to do as a result of your experiences? What will you do
differently? How will you apply what you have learned?

1. Underline the ideas in your answers that you could share with your colleague.

2. Find a colleague and share your reflection by highlighting those insights that have
helped you grow and improve as you learn.

3. Listen to a colleague and thank him/her for this trip together.

TEACHING TO BE: A PATH TO WELLBEING Chapter 12 111

Pre-visualization task:
Before saying goodbye to the curriculum, we invite you to complete
the final task:

Visualization is simply training your mind. It is the formation of mental

visual images. Giving the mind something to do and say will help to
keep it from wandering. The nervous system of your body is stimulated
just by thinking about something, even if you have never taken part in
the activity before.
TEACHING TO BE: A PATH TO WELLBEING Chapter 12 112

1. Visualisation
• Find a quiet place to sit. Make sure this • How you plan to respond to it?
is a place where you will not be
disturbed. • How does it look like to choose this way?
Think about it as clearly as possible with
• Close your eyes and take several every detail that you can imagine.
deep breaths to help yourself relax.
• What do you see around you? What
• On an inhale, imagine cool air going emotions are there in this situation?
in through your nostrils and on an exhale
imagine warm air going out of your • Release all your fears and doubts you are
nostrils. Make 8 more breaths. having.

• Imagine, you are now stepping on the • What works best for you to create a balan-
path towards wellbeing. ced life as a teacher? Imagine the situation
as clearly as possible. How do you feel on
• Reflect on this path in this program this path?
you were in for 12 weeks. What topics
were most interesting and touched you • Slowly come back to the place you are
the most? now, feel the suface you are sitting on, feel
your breath.
• Now remember the goals you were
setting. How did you succeed? Were • Count to 10 and slowly open your eyes.
you able to reach your goals?

• What is still left to do?

• Focus on visualizing the actions, the

path you will take to make your desired
goal a reality. Visualize the choice
points you are likely to face.