[Kieran]

Hi Encarna,

Thanks very much for your great analysis of the short films.

We’ve all Been There: the way the story concludes at the end, it’s like everything is interwoven, people are like interconnected, sympathy that is mutually shared…The close-ups and the facial expressions are pretty relevant in this short film.

Excellent analysis. The way the different narratives are linked is impressive and the camerawork is excellent at fostering our empathy.

Moments: a nice short, the music plays an important role to make you feel moved; the contrast of darkness and brightness, the facial expressions of happiness, the family reunion, all people celebrating it, sharing the happy moment.

Definitely. The music plays a huge role as does the use of light and darkness.

The Alphabet of Illiteracy: In my opinion the “happy” melody or music doesn’t match with the serious issues depicted in the graphics. I wouldn’t classify this film as fostering empathy. I think it leads to reflection and to ask ourselves questions: Why are these horrible things still happening? Why so much injustice and inequality? Who is interested in perpetuating a world like this? Don’t we all human beings deserve to live in peace and harmony?

Excellent point about the film encouraging reflection on why these horrible things are happening in the world.

The Reader: the facial expressions, the music, the story itself, the fact that the people who appear are all black, the big effort the elderly man makes.

Yes. The story itself does indeed foster empathy it’s very moving and inspiring.

We’re the Superhumans: this film does foster empathy as it shows the fantastic things disabled people can do if given the opportunity and it makes you consider the struggles they had to face in order to overcome difficult and challenging situations. I think the film makes you put yourself in the shoes of people with disabilities.

I agree that the film does encourage us to put ourselves into the shoes of disabled people.

Stand Up: another film that fosters empathy, that feeling of “putting yourself in someone’s shoes” mentioned beforehand. Special attention to close-ups, the slow motion, the way people look…

Definitely. The close-up shots in this film really encourage us to put ourselves into the shoes of characters.

Mankind Is No Island: there are many elements that focus on the theme of empathy. The good selection of words and the way they chain to create the messages, the background music, the hearts…

Yes. The words are very well chosen and all link together very well.

Thanks again for your great analysis, Encarna.

All the best,

Kieran

[Kieran]

Hi Encarna,

Thanks very much for your great evaluation of the extensive viewing.

This seven-stage framework Extensive Viewing has given me some interesting ideas for my future lessons. It is been a long time since I last showed feature-length films in class but I remember I simply used to provided them with a very few pre-viewing and post-viewing questions (and not always). I never thought about introducing a synopsis and a vocabulary list first so, I will give it a try next time.

Yes, the synopsis and glossary help to reduce the cognitive load and make the film more comprehensible.

Maybe viewing short films is more beneficial to the whole class.

Viewing short films doesn’t work with extensive viewing as the texts have to be long and have a lot of dialogue.

Miss Little Sunshine: a great film that can lead to work on a variety of topics, including empathy. Each character in the film is worth analysing.

A good choice, in my opinion. The characters in this film are very strong and worth analysing.

The viewing guide is excellent but as I mentioned before, I would need to adapt its contents to the class context I have and the age of students.

Yes. it’s always necessary to adapt material to your own teaching context.

I haven’t seen any of the other films but, by looking at the content of the Green Book viewing guide, it seems to be an ideal film to work on empathy issues.

‘Green Book’ is definitely worth checking out and is suitable for work on fostering empathy.

Thanks again for your great evaluation, Encarna.

All the best,

Kieran

[Kieran]

Hi Anthony,

Unfortunately, there is no central hub for purchasing graded readers – each publisher has their own readers and platform. I rethink I would recommend that students buy the books themselves. What I’ve done in the past is for each student to buy a reader they like and then have a class ‘library’ of those books so students don’t have to buy too many books.

I hope this helps.

Best of luck with the extensive reading project – I hope it’s a great success.

All the best,

Kieran

[Kieran]

You’re very welcome, Maria Penya 🙂

[Kieran]

You’re very welcome, Maria Penya 🙂

[Kieran]

Hi Maria Penya,

Thanks very much for your great evaluation of

ELT Footprint as educational material for my students. Personally I am very concerned about climate change and the human footprint we leave on the planet, so I will use some of this material to teach English and at the same time educate on these values.

Most young people are also concerned about this issue so I think they’d enjoy working on it. ELT Footprint have a lot fo good teaching material.

No project also sounds excellent and a very thorough project, involving lawyers, artists, journalists… I’m sure I can use some of their material but the values they champion, despite being fundamental regarding Human Rights, are more delicate to deal with among young teens. I will definitely go through their material and see if I can use it with my older teens.

The NO Project have brilliant material on a topic which is sadly often overlooked.

ELT Footprint. I have sometimes used TED Talks regarding this topic to start a debate and raise awareness. Besides, the fact that it is a hub allows for more research and the layout is pretty neat.

Yes. It is nice to have a hub for activities on environmental issues.

In the second case, I would recommend them all because in their own way they are all special, and each teacher has their own interest. Some may feel more confortable with one topic and material than with other. If I had to pick one, this would be GISIG, maybe the Wiki, because they are more general.

Good point. The GISIG and Wiki resources covered a wide range of social and environmental issues.

Thanks again for your great evaluation, Maria Penya.

All the best,

Kieran

[Kieran]

Hi Maria Penya,

Thanks very much for your in-depth evaluation of the active listening characteristics and activities.

I completely agree. Other things that active listeners do or should do, as I mentioned before commenting on Rogers’ videos, would be choosing an appropriate tone of voice and creating a comforting atmosphere.

Yes. Making the speaker feel comfortable and paying attention to the tone of voice are also really important.

I partly agree, or at least I think that a few depend on the way they are implemented. For example advising, if we change “What I think you should do” for “ Maybe you could” or “Have you tried / thought about?” then this comments could be positive. Same with interrogating, this word has negative connotations, but if we change it to open questions or even close question directed to egg on the speaker, the result changes. The border between one way and the other is thin, so the listener should be careful not to turn a positive action into a negative one. Reassuring with these sentences, I see it as negative but reassuring in a less cliché way in order to give comfort, I see it as positive.

All very good point. As we discussed in the webinar on Sunday some of these sentences and expressions would be appropriate in some contexts.

These are very useful activities. Thank you Kieran!

A pleasure. I’m happy you like them.

I would and will use the following because they will make them reflect and they are a simple exercise that will build some rules and that can be an interesting oral activity.
Good listeners, I feel just the same (this one can help bonding within the group), Show you’re listening (for speaking practice).

These three activities are all good ones and easy to use.

Thanks again for your excellent comments, Maria Penya.

All the best,

Kieran

[Kieran]

Hi Maria Penya,

Thanks very much for your excellent answers.

The basic ideas are clear in both the article and the video. However, in the article we find quotes by Rogers, Wail and Howe that we don’t find in the video, as well as some details on Cooper’s research. Also, the article focuses more on active listening in a teacher – student relation, whereas the video refers to active listening between equals.

An excellent summary of the similarities and differences.

Something I found very interesting in the video is the statement that we are generally taught how to speak, and the reference to Cicero and Aristotle, so this really goes way back into history, which menas it is deeply ingrained in our subconscious. This gives us a lot to think!

Absolutely. Listening would seem to be something that we have struggled with throughout history.

In the conversation with Gloria he shows he’s listening by doing uhum several times. Gloria mentions his tone of voice, which we haven’t mentioned so far, but I now realise is also relevant in active listening, a calm, slow clear tone of voice encourages the speaker to carry on; a harsh tone of voice is unlikely to egg the speaker on. A short laugh that shows he is smiling. He summarises after she talks about her lying to her daughter. He doesn’t give her the answer / advice she wants, he gives her space and time to think and rephrases her worries. He asks open questions.

Really thorough analysis of what Carl Rogers does to listen. He makes it all seem so effortlessly but in reality it’s really difficult!

In his conversation with Ritchie, he gives him a minute to forget about the microphones and surrounding distractions that may bother him him. This is active listening because he is creating an appropriate atmosphere for the speaker to feel confortable. “Can you say something more about that fear?” Clarifying. Rogers also summaries.

Yes. He gives Ritchie time to feel comfortable, clarifies and summarises.

In both videos he eggs the speakers on, he urges for clarification, he never moralises (especially relevant in Gloria’s case) and he doesn’t criticise

Yes. He does encourage both speakers to tell him more. He’s never judgemental.

Thanks again for your excellent answers, Maria Penya.

All the best,

Kieran

[Kieran]

Hi Encarna,

Thanks very much for your insightful comments.

– I try to be attentive and considerate.

Being attentive and considerate are prerequisites to empathy.

– I’m sensitive to those students who seem to be shy, too quiet or those who look worried or sad, etc.

I think this is a great thing to do. Many teachers ignore the shyer and more introverted students.

– Whenever I can, I try to look for holistic activities that can enhance students’ physical and emotional wellbeing.

A holistic approach is really beneficial to fostering emapthy.

There are many things that highly empathic teachers do and I would like to do, too: be more “present”, practice truly active listening, use appropriate tone of voice language, find the right moment to praise students, motivate and engage students more…

Yes. There are many things we can do to become more empathic teachers. Developing these strategies takes time and effort but is definitely worth it.

Thanks again for your comments, Encarna.

All the best,

Kieran

[Kieran]

Hi Encarna,

Thanks very much for your great answers!

In primary school I had a teacher who I liked very much. She reached out all of us and I think the reason for that was that she “listened” to us and helped us a lot.

The ability to listen is an essential quality of an empathic teacher.

I don’t have the memory of an unempathetic teacher. I remember my Math teacher being serious and strict but I think he was good-heartened and he was simply playing a role.

I think you’ve been very lucky not to have had any unempathic teachers!

I have some colleagues that I consider to be very empathic. They practise “active listening”, they help you a lot, they show kindness in the way they speak, the way they treat people…They also worry about everyone, they are supportive and encourage everybody…they are awesome!

It must be great to have such empathic colleagues. Supporting and encouraging others are essential qualities of an empathic teacher.

Thanks again for your excellent responses, Encarna.

All the best,

Kieran

[Kieran]

Hi Mariana,

Thanks very much for your great answers!

I think that everything the article mentioned is spot on, and very serious. The lack of diversity in books is something that has driving me crazy for years. It’s one of the reasons why I have to make a lot of my own material.

Definitely. The lack of diversity is pretty shocking and the reason why many teachers write their own materials.

I had not heard of the Raise Up books, but they look very interesting. I’m considering ordering them to check out.

The Raise Up books are excellent and definitely worth checking out. I was speaking to Ilà Coimbra, the co-founder of the Raise Up Project, at the weekend and she told me some interesting things about the project which I’ll share on the webinar on Thursday.

As Angie mentions, just because PARSNIP are delicate, it doesn’t mean they shouldn’t be included or talked about. Real life is real life.

Absolutely. Just because an issue is delicate or complicated, doesn’t mean we should avoid it.

Something that not a lot of people talk about is how lonely the freelance teacher profession is. Sure, you have students, but they are not your friends/colleagues. Most of my time is spent alone at my desk with my computer.

Excellent point. The life of a freelance teacher can be very lonely and this is not good for one’s mental health.

If it weren’t for me seeking out and paying for PD opportunities, I wouldn’t really be in contact with other teachers.

Seeking out PD opportunities, is a great way to be in contact with other teachers and help overcome this professional loneliness. However, few teachers are prepared to do just this.

Thanks again for your excellent responses, Mariana.

All the best,

Kieran

[Kieran]

Hi Angie,

Thanks very much for your insightful comments.

It is very relevant to include parsnip topics, not just relevant, but it makes class more interesting, more real.

Definitely. The PARSNIPS topics, and a plethora of other taboo topics, should be included in the classroom from an ethical perspective but these topics also make classes more diverse and interesting.

I personally had or am still struggling with the issue of self-worth. And having been a language teacher for over 10 years and sometimes accepting abysmal pay did lead me to devaluing myself, that is why I had left the profession, it became to difficult to continue.

Excellent point! If teachers don’t feel valued, and it is difficult to feel valued when your pay and conditions are poor, it’s almost impossible for teachers to transmit a sense of value to their students.

On the other hand I am going back to it, this time with a better setup…

I think it’s a courageous move to go back to the classroom but a good one for you. I wish you all the very best in your new professional project.

2 Can you think of any other factors which may hinder embedding a culture of empathy in language education?
A teacher lacking training or courage to confront issues.

Excellent points. I also think a lack of training in empathy is a key factor which may hinder embedding a culture of empathy in language education

I remember a religious student talking of his belief as the moral reasoning for his action and he was rediculed by a student. I brushed over the situation instead of confronting it, which I feel shame for, but at the same time that memory helps me confront difficult issues today.

This is a fantastic example. What I find really encouraging and revealing is that you used this experience to help you confront other difficult issues.

Thanks again for your thoughtful comments, Angie.

All the best,

Kieran

[Kieran]

Hi Mariana,

Thanks very much for your excellent answers.

It was such a treat to read about the different organizations using the English language as a means to carry out social justice projects.

It is good to know that there are these organisations using the English language as a means to carry out social justice, isn’t it? Most teachers aren’t aware of them.

I am particularly interested in The Hands Up Project and Team Up to teach.

These are two great organisations.

The lesson plans offered by the No Slavery group look incredibly moving, and I think my groups would benefit from them. I’m going to see if I can include them in my curriculum in a way that makes sense.

As I mentioned in my response to Angie’s comments, the materials on the NO Project are pedagogically superb. There are so many materials, I’m sure you’ll be able to find something that fits into your curriculum.

Thanks again for your excellent answers, Mariana.

All the best,

Kieran

[Kieran]

Hi Angie,

Thanks very much for your great answers about the projects!

1 Which of the social justice projects mentioned in the article are of particular interest to you?
I am interested in looking closer at the NO Project.

The NO Project is an amazing project. The founder of the project Judy Boyle is a friend of mine and an incredible person. She’s basically dedicated her life to trying to end human slavery and does a huge amount of work development artistic projects to raise awareness of human slavery.

2 Many of the projects have teaching material related to social justice. Which material would you like to try with your students?
I think I would like to try a lesson from the NO Project, but at the same time, it would maybe be once a semester, I don’t think I would like to talk about Human trafficking every week.

The lesson plans at the NO Project are superb from a pedagogical perspective.

3 Are there any ELT social justice projects that you would recommend to your colleagues on the course?
I’m not aware of other projects thus far.

We may look at some more on the webinar on Thursday!

Thanks again for your excellent responses, Angie.

All the best,

Kieran

[Kieran]

Hi Mariana,

Thanks very much for your great evaluation of Active listening in Practice.

I can’t help but wonder why it’s so easy to fall into the high-risk responses in active listening. I did a bit of reflection, and I wonder if it has to do with the fact that we (probably) care about the person, and it’s really hard to see them go through a tough time/see them in pain. By saying that you understand, giving advice, reassuring, etc., we might be saying “you’re not alone”. Though, I definitely see how it takes the focus from the other person and shifts it back to you.

Excellent! I completely that we often use the ‘high-risk responses’ because we want to help or reassure the person who is suffering. There are a number of ‘high-risk responses’ such as ‘understanding’ and ‘reassuring’ that I believe are perfectly OK to use in many situations.

My students would definitely benefit from “Show you’re listening”, and “I feel just the same”. They would help make everyone feel at ease, build their confidence, and show that what they are saying matters.

Yes. Both “Show you’re listening” and “I feel just the same” are great for getting students to feel at ease and building their confidence.

On a personal note, I should try the Silent Listener.

The ‘Silent Listener’ is great but listening in silence is a very difficult skill to develop.

Thanks again for your great evaluation, Mariana.

All the best,

Kieran

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