Embedded Files
Introduction
Introduction
Listening to others with understanding and empathy is a skill that most students do not know naturally in kindergarten. Throughout the year, I work to instill these values in my students using lessons based specifically around developing empathy and caring for others. I also help students internalize these values through classroom procedures that encourage students to treat each other with kindness and respect.
In this 3 minute interview, included with parent permission, Student B talks about what she has learned about listening to others with empathy and understanding in class. She compares how it feels when people don't listen and treat each other well with how it feels when they do.
She also specifically identifies how if you don't listen to others, you cannot know their intentions or thoughts, indicating that she understands that listening can breakdown misconceptions. Overall, these responses prove her understanding about the importance of listening and sharing in creating classroom culture and promoting knowledge acquisition. This mindset indicates how she has internalized our classroom goals of developing empathy for others, sharing materials, and actively listening, as described in detail below.
Empathy for Others
Empathy for Others
One way I help my students develop empathy from the beginning of the year is to read books that promote empathy such as "Last Stop on Market Street" by Matt De La Peña and "Rap a Tap Tap" by Leo and Diane Dillon. Through both of these books, my students learned how to consider the feelings of those less fortunate than them, such as homeless people.
In "Last Stop on Market Street," CJ and his grandmother Nana volunteer at a soup kitchen. Nana teaches CJ how good it can feel to help others. In class, we discussed why Nana takes CJ to the soup kitchen with her, how that makes them both feel, and how the people they serve food to feel.
In "Rap a Tap Tap," the main character, Bojangles, dances to cheer up many people during the Great Depression, including children and people who live in the "Skids". As a class, we had a conversation about how the Skids was a camp for homeless people, and students discussed why people living here might have wanted to see Bojangles dance (as a distraction, to feel happy, etc). We also looked at photos from the Great Depression and students discussed how they would feel if their wants, like toys and games, and needs, like food and shelter, were unfulfilled.
Here is an example of a student response to our prompt "What do you want to do to help people in our community?". A student identified that he could give flowers to other people to make them happy or "feel better". This was a good way for him to begin to process that his behaviors can impact how other people feel. He also able to think of an action that he as kindergartener could do, not just one that an adult could perform (such as becoming a doctor or teacher to help others).
Sharing Materials
Sharing Materials
Teaching young students how to share materials inherently involves helping students understand that they and their classmates are “worthy, valued, and respected” in their classroom (Seefeldt, Castle & Falconer, 2013, p. 302-303). This in turn means my students must learn to value and respect others as well as the materials in our classroom.
During our 100th day of school, students shared snack materials to make their own 100-piece bag of trail mix. We share our pencils, crayons, and erasers on our table caddies daily, but sharing something very desirable like candy gave students another chance to prove that they could take turns without grabbing and while consider others' wants and needs. They were able to complete the activity calmly and politely, indicated a high level of respect for their classmates and their personal growth with this skill.
In this picture, two boys practice "partner reading" during a guided reading lesson. After they have each finished reading a copy of the book on their own, they then practice reading together, alternating whose turn it is page by page. This is a chance for them to listen closely and coach each other if they forget any words, and also a chance for them to use our guided reading books in a shared way. Students practice taking turns and sharing materials while also supporting each others' academic progress.
Actively Listening
Actively Listening
My students learn how to listen and care about others not just from direct teacher instruction, but from listening to each other's thoughts and building upon each others' answers. This allows them to develop positive relationships as students who work together as a team, while also helping them think more deeply about content.
No matter what activity my students are participating in, they are always encouraged to actively listen. When we complete think, pair, shares, as shown above, students listen to partners and respond to their partner's questions with thoughtful answers.
We also focus on classroom activities that promote inclusion and democratic values during whole group activities.
My students show "spirit fingers" to classmates who are struggling to answer questions as a way to show physical support without calling out answers. They also use their "listening ears", seen at left, when we are in circle time to track which speaker has our taking piece, a green smiley face ball. These practices help remind students that they need to give their classmates a chance to share their ideas uninterrupted. They are also physical ways students can show support of their classmates silently, which helps the speaker feel heard and appreciated.
Conclusion
Conclusion
Whether listening during partner or circle time, or completing a writing about caring for others, my students learn many ways to listen with understanding and empathy towards other people. While I do directly teach this skill through content-aligned lessons, I also watch my students build upon it with their routines and procedures each day. Establishing a positive classroom culture would be impossible without mutual respect. One way I cultivate this value in my students is by giving them the tools and the practice they need to become calm and respectful listeners and thinkers. Ultimately, my students show personal growth as they evolve from more self-centered participators into empathetic listeners who understand how to actively listen and share.
References
Seefeldt, C., Castle, S., & Falconer, R. C. (2013). Social studies for the preschool/primary child. (9th ed.). Upper Saddle River, NJ: Pearson.
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