The Parkland Conversation: Caring & Empathy in Our Schools

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In honor of the nationally student-organized Parkland walkouts today, I am posting this today.

Take heart reader, by in large, this is not a politically charged post, but it will serve as a call for change as many of my colleagues and the students I speak to each day are clamoring to see happen. I have spent hours since the February 14th tragedy wrestling with the realities of continued shootings in schools, the emotional fallout, political discord, scared children, attention-seeking adults, and the list goes on and on. I have started and stopped this post in my head many times, but as you can plainly see, I have decided my thoughts and the solutions I will try to convey are worth sharing.

Let’s start with what this post will really be about–I want to posit not only the need for our classrooms to be caring and empathetic in general but also the need for building caring and empathetic classrooms from the inside out, starting with teacher preparatory programs. While I am all for some extended gun laws and restrictions, this post will concentrate solely on what we as a society, in our little nook of it, can do to curtail or even prevent these events immediately.

Before we dive in, I would like to invite any educators who read this post to comment on it with their own use of care ethics and responsive classroom techniques and more specifically where and when you encountered those techniques. Continue reading

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Care & Empathy Training: Preparing Student Mentors to Work with Reluctant Peers

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Today I had a tremendous opportunity to put some of my research from my doctoral study to use in a whole new setting. A few weeks ago my special education department chair came to me with concerns about her peer mentors struggling to connect with her most at-risk students. (For quick background, my school has an ‘academy’ dedicated to serving our 50 most at-risk students as identified by grades, behavior, attendance and other factors under the special education umbrella.) I immediately jumped at the chance to provide training for these mentors, believing my newfound expertise in care ethics could help enlighten these mentors approach to working with their more reluctant peers.  Continue reading

Teacher Innovation #12: Teaching with Identity and Care Ethics in Mind

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Sorry for the delay for any faithful readers, but today’s post is the last in my Summer Teacher Innovation Series. I am so grateful for the wonderful educators I have worked with and know contributing their voices to my blog. They made this series very special, and I’m honored to call many of them friends.

I wrote today’s post. Originally, I had lined up two other teachers as potential contributors to close the series out, but the start of school simply would not allow it. (I fully plan to get them in on my next guest series, though.) This post provides my own ‘teacher innovation.’ If you have followed the blog over the last few years, you know I have a passion for identity exploration and care ethics in the classroom. While I love that I dedicated my dissertation to these concepts, my current role at my school limits my traditional avenue of using the classroom as a space to encourage the growth of both. So, I have spent the last two weeks embedding these important concepts into my time as my school’s Work-Based Learning coordinator. Before you become too skeptical, keep in mind literacy and multimodal texts are everywhere in our lives, not simply confined to a classroom. In any case, I hope you find what’s inside the post insightful. Thanks as always for reading.

Previous Series Entries: Post #1 // Post #2 // Post #3 // Post #4 // Post #5 // Post #6 // Post #7 // Post #8 // Post #9 // Post #10 // Post #11 Continue reading