by Aleksandra Deul
After a decade of working in international schools across continents, I’ve met brilliant classroom teachers. Unfortunately, many of them have been struggling with burnout. When we discuss this issue, the focus often falls on heavy workload, endless behaviour management, and the demand for lighter duties. Yet, these conversations usually circle in a loop, leaving teachers unable to change systemic factors that are simply beyond their control.
So, how can a classroom teacher find relief? While the pressure is real, the solution doesn’t have to lie in changing the system. It starts in your classroom, where you can reclaim your energy.
From my experience, I’ve learned that a powerful, overlooked strategy exists in every school: sharing power with your students. When I began giving my students more voice and choice, regardless of their age, many things changed. My classroom became calmer, more collaborative, and my teaching career more sustainable and joyful. I believe it can do the same for you!
Creating a Strategic Power-Sharing Classroom
Building a power-sharing classroom is an art. Like an artist trusting the creative process, the teacher steps back, giving children a genuine opportunity to “paint” the classroom. This means the students are given the “brushes” – the tools of ownership: a real voice in setting rules and expectations, making choices, and resolving misunderstandings.
Instead of being passive observers, they become creative artists of their learning environment. When this happens, the heavy burden of classroom management lifts, and teachers’ stress naturally decreases. The teacher becomes a part of the class community, still a leader, but shares authority rather than controlling. Their energy and mood also shift from managing behaviour to nurturing connection and joy.
The Foundation: Less Fear – More Trust
The biggest barrier to creating a shared classroom is the teachers’ fear of losing control. This fear is completely understandable. Traditional training often equates control with competence. Many of us were taught that “a well-managed classroom is a quiet classroom with only the teacher in charge”.
However, we must view fear not as a weakness, but as a moment for reflection. For example, when a student breaks a shared rule, the teacher’s first thought might be worry: “This class voice idea doesn’t work!” A reflective teacher, however, turns that worry into curiosity and engagement: “Alright, this is an opportunity for us to review and strengthen our agreements.”
This perspective is the key. The philosopher John Dewey was absolutely right a century ago, stating, “Students accept rules more readily when they are acting on behalf of the group rather than obeying authority.”So, next time, try asking your class, “What if we solve this together? I want to hear your voices.”
Agreements, Voice, and Real Choice
You can turn trust into action by giving students three pillars: agreements, voice, and choice.
1. Rules Are Agreements
In traditional classrooms, rules are dictated by the teacher. But in a shared classroom, students work together to create a set of agreements, commitments, and values. For example, instead of the teacher saying, “No talking when others are speaking,” prompt students by asking: “What kind of class do we want to be?” and “What helps everyone learn best?”
After students brainstorm ideas, they might decide on statements like, “We will listen to each other respectfully,” and “We speak kindly, even when we disagree.” Because they agreed on it, students see it not as a teacher’s rule, but as their shared commitment. When an agreement is broken, it’s not about following the teacher, but about the group. Students then reflect, revise, and adjust their agreements, taking full ownership of the classroom’s atmosphere. The teacher becomes a guide rather than an enforcer.
2. Voice Is Equal
In traditional classrooms, only the teacher has a voice on when, why, and how. But in a shared classroom, children contribute to class decisions by speaking up equally and listening to each other. It can be done during a “morning circle”, “reflection time”, or “class meeting”.
Here, students take turns sharing ideas, suggestions, and reflecting on their progress. Importantly, students are taught how to listen actively, take turns respectfully, negotiate, and compromise – the foundation of healthy social interaction. The teacher becomes a listener who models empathy and respect.
3. Choice Is Real
In traditional classrooms, the teacher chooses what is “the best” and “the most useful” for the students, because the teacher always “knows”. But in a shared classroom, children make authentic decisions about what they do and how they do it. They can choose how they want to complete a project or what the class community needs at the moment.
For example, when preparing for a class celebration, students might decide what theme to use, how to decorate the room, and what activities to include. They develop ownership that transforms passive acceptance into active engagement. The teacher becomes a mentor, guiding growth through teamwork and trust.
Everyone Benefits
When agreements, voice, and choice become part of students’ daily lives, the teacher loses the reins and relaxes. Duties are delegated, structure is set up, and trust is established. The students also feel genuine ownership of their environment and learning goals, and they thrive. The whole class atmosphere becomes a dynamic, positive space where energy flows both ways.
Now, instead of planning every detail, the teacher guides, while students “paint” their learning environment and take ownership. The most relaxed teachers are not those who do less, but those who share more.
Professional Recommendation
Creating a shared classroom isn’t only a teacher’s task. The real power of this approach emerges when it becomes a whole-school practice. If schools want passionate and balanced teachers, they must look closely at how well-being and student agency are connected in their school. The goal is to maintain the same high expectations and clear structure, yet work with students, not for them, and no matter the students’ age.
Start small: one shared agreement, one open discussion, one real choice. Then watch how student voices grow loudly with energy and enthusiasm. In that moment, you will notice something else returning too: your breath, your energy, and your joy in teaching.
What is one small step you can take right now to share power in your classroom, or with your staff? Share your ideas in the comments below.
Aleksandra Deul, School Council Coordinator & Dean of Students; Classroom Teacher, Moderne Schule Hamburg, Germany
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