Is Empathy the Key to Effective Teaching?

A teacher’s social emotional competence has received increasing attention in educational psychology for about a decade and has been suggested to be an important prerequisite for the quality of teacher-student interactions and student outcomes. After all, empathy appears to be a promising determinant for explaining high-quality teacher student interactions, especially emotional support for students and in turn positive student development. Are we demonstrating courage and empathy when we are willing to show up and be seen regardless of whether we can control the outcome? Are courage and empathy inherent in us or something we can develop and teach in people? As a teacher, then an administrator, within the NYC school system, I am quick to question those who say you cannot teach empathy. Responses are generally:

1)      You cannot teach courage and empathy.

2)       You either have it within you or you do not.

What I have learned over the years is that you can absolutely teach courage and empathy and develop it in yourselves and in others. This boils down to 4 skill sets:

1)      Vulnerability

2)      Clarity of values

3)      Trust

4)      Rising Skills

So, the development and practice of empathy and courage is the birthplace of what educators and students need more of in their lives. The problem is instead of having an open heart, we end up with a closed heart for a lot of different reasons. Some environmental, some deeply personal, some even cultural, or through trauma. Our classrooms today are a haven for those dealing with trauma through poverty, racism, neglect, and abuse.

Here are some statistics to think about:

·      85% of all students can remember a time where they were shamed at school or in an educational setting in such a devastating manner that it changed the way they thought of themselves as learners.

·      90% can remember a specific teacher, coach, or administrator who made them believe in their self -worth when no one else did.

What does this mean??

It means that you should never question the power you have with the students you teach! Learning is inherently vulnerable, like having a classroom of turtles without shells. The minute the shell goes back on, no learning can take place. We must develop shame resilient classrooms – not shame free.