Episode Summary

I talk about how most teachers do not stop being themselves all at once, but slowly edit who they are in order to survive, comply, or avoid standing out. That gradual self-editing often comes from caring deeply and wanting to do the right thing, but it takes a real toll over time.

I reflect on what it feels like in those quiet moments when you hesitate to respond naturally in the classroom, not because it is wrong, but because you are wondering how it will look. Those moments add up and shape how we show up with students.

I explain why students sense authenticity immediately and how being real helps kids feel safer, calmer, and more willing to connect and learn. When teachers feel guarded, students mirror that distance.

I close by sharing how permission to be yourself does not come from a meeting or approval, but from internal choices that slowly reshape classroom culture and give students permission to be themselves too.

Show Notes

• Teachers often slowly edit themselves to fit expectations

• Self-editing usually comes from caring, not apathy

• Students sense authenticity and guardedness quickly

• Being yourself builds trust and emotional safety

• Permission to be authentic starts internally

Key Takeaways

• Most teachers lose themselves gradually, not intentionally

• Authenticity creates safer learning environments

• Being yourself requires courage but conserves energy

• Small internal choices shape classroom culture