Upload
others
View
21
Download
1
Embed Size (px)
Citation preview
© 2015, Father Flanagan’s Boys Home
Showing Empathy
Skill to Teach Showing Empathy
Age Early Elementary (can be adapted to fit the needs of upper Elementary students)
Objective • Students will gain an initial understanding of what empathy is.
• Students will receive Effective Praise when showing empathy in
genuine situations.
• Students will apply the skill of showing empathy when discussing
literature (read alouds, stories from reading instruction lessons, etc.).
• Students will work as a team to fill up a bubble gum machine paper or
poster by adding a colored sticker each time a student genuinely uses
empathy to a fellow student.
Materials Needed • Chart paper • Equipment to show YouTube video
• Optional Julia Cook books available from Boys Town Press: o I Want To Be The Only Dog o Gas Happens o Making Friends Is An Art o Tease Monster
• Classroom library books or reading instruction texts • Bubble gum machine paper or poster • Round colored stickers that can emulate gumballs in a gumball
machine
Planned Teaching • Write the word EMPATHY on an anchor chart. Tell students today you
will be talking about how showing empathy can help you be a good
friend.
• To solidify students’ recognition of the word empathy, ask students to
say the word with you 3 times while you read and point to the word.
(At this time, you can connect the word to any previous learning you
have practiced in regards to phonemic awareness or decoding skills.)
• Tell students that they are going to watch a short video that explains
what empathy is. Explain that empathy has to do with feelings, so
they should listen closely to the kinds of feelings the video talks
about. Let them know that once the video is over, you will ask two
students to tell you what kinds of feelings the video talked about and
if anyone can explain what empathy is.
• View the video as a class.
© 2015, Father Flanagan’s Boys Home
• Discuss the video with students.
o Ask two students to share the feelings that were mentioned in
the video.
o Ask a student to explain what empathy is.
o Ask additional students as needed. If more than three students
are not able to articulate the feelings represented or are not
able to define empathy, simply tell them or repeat the video
and stop at predesignated times to repeat the questions.
Repeat answers that reinforce the concept of empathy.
• Tell students:
o “Empathy is when you are able to understand and care about
how someone else is feeling.
o When you are Showing Empathy, you:
1. Look at the person. 2. Say, “I understand how you feel.” (Add these steps to the anchor chart.)
o When you show empathy, it may help others to think of you as
a friend.”
Practice • Tell students they will practice Showing Empathy depending on how the teacher acts. Teacher role-plays the following scenarios and then provides students (one at a time) the opportunity to respond using empathy statements.
o Teacher pretends he/she can’t find his/her favorite pencil, library books, etc.
o Teacher pretends he/she fell down on the playground. o Teacher pretends he/she drops his/her lunch.
• Have students role-play with a partner. Give directions for one student to show a feeling and direct their partner to respond by looking at the person and saying “I understand how you feel.” Have partners repeat the role play by switching roles. Suggested scenarios:
o You are happy you won the game. o You are mad that you spilled milk on your shirt. o You are upset that you didn’t get to finish a game. o You are sad that you lost your favorite toy.
• During the role-plays, the teacher should be monitoring and observing
students in order to take a quick formative assessment to assess the
depth of understanding. This information will be helpful in planning
future lessons and practices.
© 2015, Father Flanagan’s Boys Home
• Optional:
o Read aloud the first few pages of the following Julia Cook
books. Stop at the indicated pages and generate a discussion
on how the main character might have felt. Give a sampling of
students an opportunity to respond to the character using the
skill steps.
� I Want to Be The Only Dog (pages 3-4)
� Gas Happens (pages3-5)
� Making Friends Is An Art (pages 3-5)
� Tease Monster (pages 3-8)
o During read aloud and/or reading instruction, stop to review
and practice Showing Empathy when the storyline presents
an opportunity to do so.
Feedback/Positive Consequence
• When individual students are Showing Empathy, use Effective
Praise to acknowledge them. It may sound like:
o “Great job! You showed empathy by letting your friend know
you understood how he/she felt. When you are Showing
Empathy to others, they are more likely to show empathy to
you.”
o Other reasons could be:
� “When you show empathy to others, they are more
likely think of you as a friend.”
� “When you show empathy, it may help your friends feel
better.”
� “When you show empathy to others, you are more likely
to set a good example and be seen as a role model.”
Assessment Each time a student uses empathy sincerely in a genuine situation, the teacher gives the student a colored circle sticker to attach to the classroom gumball machine. (See attached graphic.) Teacher may choose to reinforce the skill of Showing Empathy as each sticker is added to the gumball machine or may choose to use an alternate time such as the end of the morning or day to review skill, steps and have students who earned the sticker share what they did or said that provided them the opportunity to add the sticker. Once the gumball machine is filled with stickers, teacher can choose to have a class celebration.
© 2015, Father Flanagan’s Boys Home
The Boys TownEducation Model
We have many options to meet your needs!The first step is to just have a conversationto talk about your goals and needs. We helpyou develop a plan that can range fromattending an on-campus national workshopto having Boys Town Trainers come to youto train staff, trainers, and consultants. Justlike behavior interventions and supports it isnot one size fits all. If you want to learn more about our Modeland tools, be sure to visit our website. Wehave webinars, articles and resources withinformation on how our model can help youbuild social and emotional competencies inall students to improve school culture andbuild positive relationships.
A R E Y O U I N T E R E S T E D I NI M P L E M E N T I N G T H E B O Y ST O W N E D U C A T I O N M O D E L I NY O U R C L A S S R O O M O R S C H O O L ?
If so, be sure to take advantage of all theresources we have to help you!
FREE on-demand webinars you canwatch anytimeLow-cost on-demand training to help youpractice the teaching interactions,increase your fluency and confidence andlearn more about helping children learnskills and develop their social andemotional competencies.Free Social Skills Lesson PlansCheck out the Boys Town Press foradditional resources and books that aredesigned to support behavior changeand skill teaching.
A R E Y O U I M P L E M E N T I N G T H EB O Y S T O W N E D U C A T I O N M O D E LI N Y O U R C L A S S R O O M O RS C H O O L ?
Empowering Learning Communities | Transforming Social Climates
@BoysTownTraining
@BT_Ed
Follow us on Facebook and Twitter to bethe first to know when we have new
resources available!
boystowntraining.org
Visit boystownpress.org and useCODE B4Z775W77 to receive
30% off your next order of Boys Town Press Books*
(Exclusions apply)