| An Explanation for the Descriptor “Empathetic” |
| Educators should be able to develop the sensitivity for individual, family, and institutional needs that will embrace transformational systemic change. Empathy is identification with and understanding of the feelings, situations, motives, and values of others. Empathy is a critical characteristic and descriptor of any educator who is involved in school improvement and who influences high academic achievement in all students. An empathetic view of others is essential for educators to develop and maintain in order to enter the very personal world of children (Wilson & Cameron, 1996). While empathy traditionally has been associated with the work of counselors, the need for empathetic teachers (Schechtman & Zipora, 1994) and administrators (Duke, 1986) also has been recognized. In fact, Santa (1999) stressed that great teachers have empathy. Affirming diversity demands empathy, and educators with high levels of empathy create a positive school climate that correlates with high student achievement (Danielson, 1996). In this respect, we are suggesting that empathetic understanding of students leads to empathetic responding to their needs that, in turn, strengthens the learning process. |
| Presentation of Evidence That
Portrays My Role As Empathetic: Click Telling Time to view me being empathetic. Telling Time is a lesson that I created and implemented during Block II while being placed at Ithica Elementary. This math lesson, dealing with time telling, shows me being empathetic. I was empathetic toward students feelings and the situation. I was able to empathize with their frustrations and questions by remembering that I was once in their shoes. I was sensitive and understanding in hope of promoting positive educational change. I think by being empathetic in this lesson, it allowed students to reach higher academic achievement. Also, by being empathetic, it created a positive climate/atmosphere in the classroom and among students; it strengthened the every child's learning process.
Click H2O Cycle to view my lesson where I showed empathy. The Water Cycle lesson was taught during Block III while at Sharp Creek Elementary. The concepts taught in this lesson are very difficult for students to grasp because they are so abstract. I was empathetic with students; I understood their frustrations and went the extra mile to help them understand the concepts of the water cycle. I brought in pictures, models, did experiments, and lots of one-on-one's with students. I remember how hard these concepts were for me when I was in elementary school. I kept this in mind especially when I saw students struggling. I encouraged students to learn the information and keep a positive attitude. I feel by me demonstrating empathy, it allowed students to achieve high academic achievement.
Click Principal Interview to view me investigating people who are empathic. During my internship, one of my requirements were to interview a principal. I interview Mr. Trent North at Carrollton Middle School (fourth and fifth grade). The interview consisted of questions that revolved around students and/or parents with disabilities, materials and resources that are used and available, and accommodations that are made. This interview aided me in how to be sensitive toward the individual, family, and institutional needs that will embrace transformational systemic change.
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