After taking part in either the story or role-play called “Mr. Campbell’s class discusses our nine core empathy skills,” students will take part in this class discussion.
This discussion is part of the six-part story series created in reaction to the Connecticut school shooting that happened on the 14th day of December 2012, at Sandy Hooks Elementary in Newtown. This is one way you can help your middle school students to deal with this particular stressor. It is to be hoped they will develop some skills that will contribute to the solution of no further school shootings and to the lessening of excessive school bullying.
Please note: Each teacher should discover what safety measures are available at your school to share with your students. It is vital to give each student a feeling of confidence and security that they are safe at school.
Story that includes role-play link:
Please note: The nine core empathy skills were developed by Dr. Tony Fiore, licensed psychologist and anger coach. See the resource section for more information about the amazing programs he has available for you and others.
Follow-up suggested discussion questions
1. Teacher Says or Asks: Turn to page 2 of the role-play called “Mr. Campbell’s class discusses our nine core empathy skills.” I would like a volunteer to read Empathy Skill #1. Afterward, let’s discuss why you feel this skill could be important.
“Empathy Skill #1 – Understand the other person’s point-of-view
(1) I wonder what he or she is feeling right now.
(2) I wonder what is really important to him or her right now.
(3) I wonder how he or she is viewing this situation.”
Students Respond: (Accept reasonable answers.)
2. Teacher Says or Asks: Turn to page 9 of this role-play. I would like a volunteer to read Empathy Skill #2. Afterward, let’s discuss why you feel this skill could be important.
“Empathy Skill #2. Listen without your answer running in your head.
* Actively listen to the other person’s story without interruption.
* Instead of thinking how you have a similar story, ask him or her more questions to elicit more details.”
Students Respond: (Accept reasonable answers.)
3. Teacher Says or Asks: Turn to page 11 of this role-play. I would like a volunteer to read Empathy Skill #3. Afterward, let’s discuss why you feel this skill could be important.
“Empathy Skill #3 – Turn off mental filters.
* When someone else talks about a topic you feel strongly about, are you truly listening to them or are you listening through your own particular mental filters?”
Students Respond: (Accept reasonable answers.)
4. Teacher Says or Asks: Turn to page 13 of this role-play. I would like a volunteer to read Empathy Skill #4. Afterward, let’s discuss why you feel this skill could be important.
“Empathy Skill #4 – Be more aware of body language.
* Facial expression
* Mean touch versus kind touch
* Voice tone and volume
* Stance (i.e., hands on hip)
* Proximity (i.e., getting in your face versus standing close due to feeling affectionate)”
Students Respond: (Accept reasonable answers.)
5. Teacher Says or Asks: Turn to pages 15-16 of this role-play. I would like a volunteer to read Empathy Skill #5. Afterward, let’s discuss why you feel this skill could be important.
“Empathy Skill #5 – Be a more patient listener.
Why ‘Listening frustration’ happens?
* ‘Get to the point’ versus ‘Let’s explore all aspects of the issue’
* ‘Fast and quick thinker’ versus ‘Slow but maybe deep thinker’
* Talk with someone who is hard of hearing or taking cold medicine that slows their thinking”
Students Respond: (Accept reasonable answers.)
6. Teacher Says or Asks: Turn to page 17 of this role-play. I would like a volunteer to read Empathy Skill #6. Afterward, let’s discuss why you feel this skill could be important.
“Empathy Skill #6 – Give communication feedback to others.
Respond with phrases like this:
* I hear what you are saying.
* That must have been very stressful to go through.
* I am sorry I disrespected you; it won’t happen again.
* I bet you felt good about yourself after you managed to do that.”
Students Respond: (Accept reasonable answers.)
7. Teacher Says or Asks: Turn to page 18 of this role-play. I would like a volunteer to read Empathy Skill #7. Afterward, let’s discuss why you feel this skill could be important.
“Empathy Skills #7 – Listen with less judgment.
* Being less judgmental and more tolerant of other people is an empathic skill that leads to more acceptance in the world, fewer conflicts and arguments, and much less personal anger.”
Students Respond: (Accept reasonable answers.)
8. Teacher Says or Asks: Turn to page 19 of this role-play. I would like a volunteer to read Empathy Skill #8. Afterward, let’s discuss why you feel this skill could be important.
“Empathy Skill #8 – Avoid roadblocks to communication.
Words to avoid saying:
* You must … .
* You have to … .”
* Let me tell you why you are wrong.
* What I would do … (when advice wasn’t sought)
Words that are good to say:
* I would prefer it if you … .
* I would appreciate it if … .
* Perhaps you could try it this way.
* Others have found it helpful to approach the problem this way.”
Students Respond: (Accept reasonable answers.)
9. Teacher Says or Asks: Turn to page 21 of this role-play. I would like a volunteer to read Empathy Skill #9. Afterward, let’s discuss why you feel this skill could be important.
“Empathy Skill #9 – Increase social awareness.
* Persons with high social awareness are always monitoring themselves as to how others might be perceiving them. One trick that helps develop this skill is to imagine a video cam in the corner of the room. Ask yourself how you would look on that camera if you could see yourself now. Remember: That is how others are seeing you!”
Students Respond: (Accept reasonable answers.)
10. Teacher Says or Asks: In what ways do you feel like you have a better understanding of how to listen to others with more empathy? Please give specific examples.
Students Respond: (Accept reasonable answers.)
====================
Return to Middle school lesson plan: Teaching stress management, empathy, and anger control
====================
Click below to read other articles in this series
- Women’s emotional health: Aftermath of Connecticut school shooting part 1
- Slideshow: Multiple Perspectives on aftermath of Connecticut School Shootings
- Women’s emotional health: Aftermath of Connecticut school shooting part 2
- Women’s emotional health: Aftermath of Connecticut school shooting part 3
- Women’s emotional health: Aftermath of Connecticut school shooting part 4
====================
Some of this material in this article series is adopted with permission from the programs of The Anger Coach produced by psychologist Dr. Tony Fiore (http://drfiore.com).
For daily anger tips, follow him on Facebook at http://www.facebook.com/angercoachonline.
For adult anger management online, visit http://www.angercoachonline.com
====================
Resources for the Teacher and Parents:
The eight (8) tools of anger management and control were developed by Dr. Tony Fiore. Dr. Fiore is also known as the Anger Coach. Among other things, Dr. Fiore is a licensed psychologist, marriage therapist, and certified anger management provider.
The 8 Tools of Anger Control plus much of the other Anger Control material is also adopted with permission from the programs of The Anger Coach produced by psychologist Dr. Tony Fiore.
- URL: http://drfiore.com
For daily anger tips, follow him on Facebook at http://www.facebook.com/angercoachonline.
For adult anger management online, visit http://www.angercoachonline.com
====================
See Debbie Dunn’s articles on | School Conflict Resolution | K-8 Classroom Activities | Women’s Health | Storytelling Website
Subscribe to: | School Conflict Resolution | K-8 Classroom Activities | Women’s Health |
Follow on: | Twitter |
For comments or questions, e-mail: moredunntales@yahoo.com
====================
Comments