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Wellness for Instructors

This session was facilitated by FCIP’s Anti-Oppressive Pedagogies Specialist in Faculty Development Justin D. Wright.


Part 1: Justin introduces the topic and goals of the session: to better navigate the challenges of teaching by learning how to care for ourselves as educators.

 


Part 2: Justin acknowledges the limitations of mindfulness in changing structural problems while also providing evidence for the positive impacts of mindfulness.

 


Part 3: Justin addresses the causes of pressure for educators, including trauma, and provides examples of traumatic life experiences that can impact both students and teachers.

 


Part 4: Justin provides an overview of the self-care tips that will be discussed in the session: boundaries, acknowledging joys, reflecting on needs and feelings, releasing what you cannot control, recharging, and keeping yourself accountable.

 


Part 5: Justin discusses the first self-care tip: boundaries. This includes explaining what you have the capacity for, separating yourself from your work, and creating rules of engagement or community guidelines for your classroom.

 


Part 6: Justin discusses the second self-care tip: reflecting, which includes being honest about your feelings and thinking about your needs. They specifically discuss how this process can look for neurodiverse educators.

 


Part 7: Justin discusses the third self-care tip: releasing, or acknowledging what you can control in your life as an educator versus what you cannot. 

 


Part 8: Justin discusses the fourth self-care tip: recharging, or using strategies to energize yourself, understanding the barriers to energization, and surrounding yourself with community.

 


Part 9: Justin discusses the fifth self-care tip: accountability. This involves setting expectations for yourself, asking for help, and finding healthy habits and a supportive community.

 


Part 10: Justin gives some useful reminders about self-care for educators and suggests questions to ask yourself about your own wellness practices.

 


Part 11: Justin describes some of FCIP’s wellness programs, including the Anti-Oppressive Film Series, Pedagogy of Justice Circles (formerly DEIP Circles), Abolitionist Pedagogy Reading Series, and Holding Space: A Gathering of BIPOC Educators.

This session was facilitated by FCIP’s Anti-Oppressive Pedagogies Specialist in Faculty Development Justin D. Wright.


Part 1: Justin introduces the topic and goals of the session: to better navigate the challenges of teaching by learning how to care for ourselves as educators.

 


Part 2: Justin acknowledges the limitations of mindfulness in changing structural problems while also providing evidence for the positive impacts of mindfulness.

 


Part 3: Justin addresses the causes of pressure for educators, including trauma, and provides examples of traumatic life experiences that can impact both students and teachers.

 


Part 4: Justin provides an overview of the self-care tips that will be discussed in the session: boundaries, acknowledging joys, reflecting on needs and feelings, releasing what you cannot control, recharging, and keeping yourself accountable.

 


Part 5: Justin discusses the first self-care tip: boundaries. This includes explaining what you have the capacity for, separating yourself from your work, and creating rules of engagement or community guidelines for your classroom.

 


Part 6: Justin discusses the second self-care tip: reflecting, which includes being honest about your feelings and thinking about your needs. They specifically discuss how this process can look for neurodiverse educators.

 


Part 7: Justin discusses the third self-care tip: releasing, or acknowledging what you can control in your life as an educator versus what you cannot. 

 


Part 8: Justin discusses the fourth self-care tip: recharging, or using strategies to energize yourself, understanding the barriers to energization, and surrounding yourself with community.

 


Part 9: Justin discusses the fifth self-care tip: accountability. This involves setting expectations for yourself, asking for help, and finding healthy habits and a supportive community.

 


Part 10: Justin gives some useful reminders about self-care for educators and suggests questions to ask yourself about your own wellness practices.

 


Part 11: Justin describes some of FCIP’s wellness programs, including the Anti-Oppressive Film Series, Pedagogy of Justice Circles (formerly DEIP Circles), Abolitionist Pedagogy Reading Series, and Holding Space: A Gathering of BIPOC Educators.