[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

[Kieran]

Hi Mariana,

Thanks very much for your great analysis of Carl Rogers and his active listening.

It was very interesting to watch, and get this behind the scenes look. His body language is very empathic. He is leaning forward, nodding his head, mhhhs to signal he is actively listening, pausing.

It is wonderful to watch Carl Rogers in action! His active listening does seem genuine and not something he’s doing for the camera. The way he leans forward, nods his head and his ‘mhhhs’ seem very natural and make the client feel listened to and comfortable in his presence.

I think he uses silence in a very strategic way. It allows for others to find the space to speak.

Absolutely. He does use silences beautifully. This is such a difficult thing to do and most of us feel uncomfortable with silence.

By paraphrasing the other person’s ideas, he is supporting them, and the other person is able to talk through the issues and self-regulate.

He paraphrases beautifully and this lets the client feel they are really being listened to.

Thanks again for your great analysis, Mariana.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your great evaluation of Extensive Reading.

I want to use The Curious Incident of the Dog in the night time by Mark Haddon to learn about this type of autism with a group of B 2 students. Asperger’s disease will perhaps be something new to them, and the fact that the novel is hilarious and has straightforward language will engage them. The topic will allow the group to discuss other types of syndromes and perhaps personalize the subject. Most families have many conditions that they can relate to and eventually open up and want to share. This story will be a tremendous empathic activity that can benefit them all.

You analysed very well why you’d like to use The Curious Incident of the Dog in the Night Time with your students. The book is a great introduction to Asperger’s Syndrome. The fact it’s relatively easy to read and very funny, make it suitable for the language classroom.

2 I’ve used Nelson Mandela’s graded book with my pre-intermediate students. Mandela’s unique legacy and personal endurance are why I chose this book; students have always empathized with him.
https://readers.english.com/active/detail/9781292110356

This is a great reader about an extraordinary person and leader. This type of graded biography appeals to teenagers and adults, but also to business professionals.

I also agree with Angie Extensive reading takes time, and teachers might feel less in control of what their students are reading. It is a shame because the enjoyment that comes from the reading experience is priceless.

Very good point. Some teachers are reluctant to release this control but, as you point out, it is a real shame as the benefits of Extensive Reading are so great.

Thanks again for your great evaluation, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your great evaluation of Extensive Reading and the Extensive Reading books.

I’ve worked with We Should All be feminists by Chimamanda Ngozi Adiche. I chose this book for a group of fifteen-year-old girls who are out-and-feminists in Argentina.

I haven’t read this book but will check it out. I think it’s important to recommend books that match your students interests and concerns and you seem to have done just this with this book.

My students are a B1 + level, so although this wasn’t a graded book, I did a lot of scaffolding by selecting vocab that had to do with the pre-taught topic before they started reading.

I think you did the right thing by scaffolding selected vocabulary. If the book is not graded you need to pre-teach a lot more vocabulary. The same applies when you use a feature-length film – you have to pre-teach or prime a lot of vocabulary.

The book is a personal and powerful essay from Chimamanda Ngozi Adichie, based on her 2013 TEDx Talk of the same name. Adiche is great at fostering empathy in her writing. For example, she proposes to raise awareness that a fairer world, both happier for men and women, could be achieved if parents raise their sons differently.

Although I haven’t seen the TED Talk or read the book, I would agree with Chimamanda Ngozi Adichie that the way sons are brought up is fundamental to the feminist movement.

Circle of Viewpoints
It is a valuable routine that students can engage in at the beginning or end of the chosen text. I agree with María that It can be very enriching to foster empathy in general and, more specifically, better to understand the different personalities and viewpoints in the narrative. Very practical for us teachers as well. We can resort to the framework for various texts, provided we scaffold material and choose the proper text levels accordingly.

Absolutely. This is a very robust and flexible routine for fostering empathy.

Empathy Fostering Qs
I am on the same page with Angie!! Helpful to take the emphasis of the what and put it on the why. Then what is there and the why makes students empathize and reflect. So, excellent triggers for fostering empathy!

Definitely. Moving from the ‘what’ to the ‘why’ seems a very small shift but is, in fact, a huge one for understanding different perspectives.

Reader’s Empathy Workshop
An excellent group activity that wraps up with a plenary discussion and boosts more empathic involvement!

Yes. The Reader’s Empathy Workshop is one of my favourite empathy-building activities.

Character Qs
I agree with Anthony that some of the questions could perhaps be a bit complex for not-so-advanced students, but as you say, Kieran, you can constantly adapt them!

Yes. I agree with both you and Anthony. As you point out, we can adapt the questions quite easily.

Roleplay Questions
I like this activity for students at large, but I would perhaps be more careful with shy students in my lessons.

Very good point about keeping in mind more introverted students when we do roleplays.

Thanks again for your great evaluation, Julie.

All the best,

Kieran

[Kieran]

Hi Encarna,

Thanks very much for your great answers!

1. How do you feel about the way empathy is taught in schools in Denmark?
I was quite surprised to know that teachers devote six months to foster intensive mediation among students themselves and how this practice helps students’ academic performance later on. So it seems it is worth the effort.

Yes. Research in Denmark seems to indicate that this intensive mediation helps students’ academic performance later on.

In the video one teacher mentions that parents are also involved and I think that that is essential and very important. If educators and families work together go hand in hand, the chances of showing an empathic attitude are greater.

Yes. The involvement of parents seems to be fundamental. As you point out, teachers and parents working hand in hand, increases the possibility of effectively fostering empathy.

I wouldn’t use the word “teaching” empathy. Maybe “revealing” or “recalling” a human value that we all have?

Yes. I think you’re absolutely right that rather than talking about ‘teaching’ empathy, it would be more helpful to think in terms of ‘revealing’ empathy.

2. Can you think of any other reasons why empathy is important in education?
I think it can also help strengthen trust bonds between teachers and pupils and create a good atmosphere in the class, in general.

Excellent. Empathy definitely helps to build strong bonds of trust and create a positive classroom atmosphere.

3. How could empathy be better integrated into the school curriculum in your country?
Maybe by first devoting some daily time to let students get to know themselves better. There are practices such as Mindfulness or meditation techniques that help or are a guide in that sense. A steady practice would probably lead to show an empathic and compassionate attitude in life.

Yes. These mindfulness or meditation practices would very likely lead to greater empathy.

Thanks again for your excellent responses, Encarna.

All the best,

Kieran

[Kieran]

You’re very welcome, María Penya 🙂

[Author]

Posts