It’s easy to get caught up in the frenzy of efficiency as teachers. Standards and tests and data and reports bear down on us with pressure to make every. minute. count.
There also seems to be an endless supply of initiatives to maximize our efficiency–many of which seem to simply offer more fodder for burnout, like some ideas found in the video below (at the proposition for increased class sizes for quality teachers, I could only visualize the exhausted expression of one of my mentor teachers the year they increased her first grade class size–because she could handle it, right?).
2/3/15 UPDATE: It appears that OpportunityCulture.org has removed their video after we published this post a couple of weeks ago. So, to fill you in if you missed it, the ideas we found most worrisome in the video included: 1) increasing class sizes for “excellent teachers” so more students could feel their influence (while decreasing class sizes for novice teachers); 2) implementing rotating classes for those “excellent teachers” so they could reach even more students each day; 3) an apparent oversight of the teacher-student relationship in general. Instead, their page now says the following:
“Watch this space for an updated motiongraphic, based on the experiences of the first pilot schools to implement their own Opportunity Cultures, showing the importance of models that let teams led by excellent teachers reach many more students, and let all teachers earn more and learn more—through more school-day time for collaboration and planning, and without forcing class-size increases.”
10/29/2015 UPDATE: A new video has been published. The model is explained differently, but the basis still rests on class-size increases for excellent teachers and efficiency, which still leaves us concerned about the lack of discussion on teacher-student relationships.
Kim Collazo’s response on Twitter brings to light what’s most worrisome about these kinds of ideas:
— kcollazo (@kcollazo) January 14, 2015
Empathy Over Efficiency
Efficiency values time-management; empathy values taking all the time that is necessary to build relationships. Both have their place in our classrooms, but we must be careful that the more aggressive pursuits for efficiency don’t swallow up the daily opportunities to foster our relationships. To learn more about why empathy is so important in every relationship, see the poignant RSA video below in which Dr. Brené Brown describes how to discern genuine empathy.
After all, what does it matter if our students ace every test and memorize every chart if they lack the ability to connect and reach out to one another in compassion and understanding?
Strategies to Convey Empathy
Whatever your subject matter, empathy should take a prominent place in all your instruction–both indirectly in general interactions with students, and directly as you point students’ attention to learning opportunities.
Love & Logic
- Even when students are in difficult situations that they created for themselves (ie, sloughing off in class), help them understand that you are still there for them. Start with empathetic responses like, “Wow, I’ve been there, and it’s such a hard place to be.” The suggestions for solving the problem can wait until after the student truly knows you understand and care.
- Starting with the youngest children who may cry out in frustration with using scissors, students can begin to gain a sense of authentic human connection when you respond with an empathetic, “I hate it when that happens to me!” Help them know they are not alone from the earliest age!
Take the time
- Joe Bower shared a powerful example of what taking the time to teach a child about empathy–while reflecting genuine empathy–looks like. “Working With Students When they Are at Their Worst” is definitely a worthwhile read!
- If your class begins to have more widespread issues, such as dishonesty or unkindness, take time during weekly class meetings to discuss it. Talk honestly about how those choices are impacting you as their teacher. Talk about everyone’s observations on how it’s impacting the class. Then brainstorm possible actions everyone can take to solve the issue.
Cause & Effect
- Have frequent conversations in which students picture themselves in another’s shoes.
- Discuss possible personal struggles that peers may be experiencing, and which we would never know about.
- Read books like Patricia Polacco’s Thank You, Mr. Falker that explore the impact of bullying.
- Engage in process drama activities such as Decision Alley that get students thinking about different perspectives
- Display the quote below by Philo, and frequently brainstorm ways we can be kind