By: Natashia Wood
Teaching is more than delivering lessons, grading papers, or sticking to curriculum pacing. Sometimes, it’s the unexpected moments in the classroom—the quiet exchanges, the subtle observations—that remind me why I teach.
This week, I experienced one of those moments that spoke to both the realities of teacher fatigue and the beauty of student empathy.
I’ll be honest: I had only two hours of sleep the night before. As a teacher at a boarding school in China, my schedule often includes long stretches without breaks. This was an eight-day work stretch leading up to the Golden Week and Mid-Autumn Festival holidays.
Running about ten minutes late, I was grateful that my lesson plans and materials were already prepared. When I walked into one of my favorite classes, my Chinese co-teacher was already leading the students through our daily recall.
As I set up my materials, one student I call “Nephew” took my books and asked if I preferred hot or cold water before placing my large cup on the desk. It was a small kindness I deeply appreciated.
That’s when another student, nicknamed 老师 (“teacher” in Chinese), looked at me closely and asked:
“Teacher, Ms. Natashia, why are you so cold?”
At first, I thought he meant my cardigan. I smiled and said, “Oh no, I’m not cold.”
But he shook his head. “No, you are not yourself. You are cold like… like you have a lot on your mind. Maybe something bad is worrying you.”
I paused, realizing his words had nothing to do with temperature. He was describing my demeanor, my presence, my state of being.
Before I could reply, a few other students joined in:
“Yes, Ms. Natashia, are you okay?”
Their concern made me smile despite the exhaustion. I reassured them I was fine, just tired from being up so late. But I thanked them sincerely for noticing, for asking, and for caring.
To my surprise, they promised to work hard that day so I wouldn’t feel stressed, and they reminded me to ask for help if I needed it. In that moment, the roles felt reversed—my students were the ones supporting me.
This experience reminded me of a powerful truth: children are incredibly perceptive. They notice our tone, our presence, and even the unspoken weight we carry.
It reminded me of something we often forget in the rhythm of lesson plans and deadlines: our presence matters as much as our instruction. Students don’t just notice what we teach—they notice how we show up. Even on days when exhaustion is written on our faces, children see the difference.
As educators, we often feel pressure to hide our tiredness or struggles, but there’s power in acknowledging our humanity. When students see us as real people, it opens the door for empathy, trust, and deeper connections.
It was also a gentle lesson about teacher well-being. Teaching isn’t only about lesson delivery—it’s about emotional presence, authenticity, and connection. In a world where teacher burnout is all too common, moments like these remind me that the classroom is a shared space of care, not a one-way exchange.
Sometimes, even in the middle of boarding school life and long workdays, our students become the ones who encourage us to pause, breathe, and be human.
If you find yourself facing a long stretch of classes while running on empty, consider these small practices:
Be honest, within reason. It’s okay to tell your students you’re tired. This doesn’t show weakness—it models authenticity.
Let students step up. Sometimes, giving them extra responsibility (like leading review questions or helping with setup) creates a sense of shared ownership.
Pause for presence. Take a deep breath before walking into class, reminding yourself that even if you’re not at 100%, your students value you being there.
That day, I learned that being “present” as a teacher goes beyond the curriculum design or instructional strategies—it’s about showing up authentically, even when we’re tired. My students reminded me that empathy flows both ways in the classroom.
Sometimes, the most meaningful classroom reflections come not from what we teach, but from what our students teach us.
And sometimes, all it takes is one question: “Are you okay?”
Keywords: teacher empathy, student empathy, classroom reflections, teacher well-being, teaching abroad, teacher fatigue, boarding school life, international teaching, teacher burnout stories, caring students