Empathy Explorer: Through My Eyes

This is one example of Ed Stockham's videos about Empathy.  Tenth Age students will be watching the series as they gain a better understanding of the word and how important it is in their lives.  As the website, Start Empathy, states: "Empathy is going to change the world."

Empathy Explorers in Tenth Age

The Tenth Age begins a unit called "Empathy Explorers" based on educational information from the website Start Empathy.  After defining the word and talking about why it is so important to understand, students will view a series of short videos narrated by Ed Stockham.  Titles include, Through my Eyes, Monster on my Shoulder, and Power to Shine.  These clips offer engaging insights into the the ability to recognize and understand another person's perspective and feelings.

10-2  students began the unit today and the other sections will start this week or next. Parents can promote the development of empathy in their child by modeling this behavior at home.  Understanding their perspective and asking if what you did or said helped is a great way to connect with your son or daughter.  This gives your child the opportunity to learn by example, but also to connect with you as you make the effort to interpret how he or she is feeling or thinking about a situation.

10-2 Becoming Empathy Explorers

Tenth Grade Girls Discuss: What is my Reputation, Where do I Stand?

10-A

I had a lively discussion with both 10-A and 10-B girls about the word Reputation.  First, we defined it, and then talked about Calvert School's reputation.  Girls offered: academic excellence, awesome teachers, a close community, and a great campus as ways to describe Calvert's reputation  Then I asked them to think about their own reputation and the reputation they would like to have within the Calvert community.  Each girl received a paper mirror as a way to reflect and think about herself.  Such words as caring, kind, smart, bold, funny, and trustworthy came to mind as girls talked about their reputations and what they thought they stood for or aimed to stand for as a student at Calvert. I reminded them that a reputation is behavior used over time and used consistently. As one student said, "I will have an amazing reputation if I use the Calvert Pillars every day, all year long!"

10-B

10-B

The Worst Day of my Life Ever!

Sixth Age classes are having fun with the story, The Worst Day of my Life Ever, by Julia Cook.  RJ is a boy who doesn't listen and follow instructions on a regular basis!  As a result, he has a VERY bad day where everything goes wrong.  When he talks to his mom about it at the end of the day, she works with him on the two skills of listening and following instructions.  The next day of his life gets much better as he puts these skills into use!  Our students got the message from the book, and when I left Ms. Hollander's 6-D class, Ben said to me, "thanks for teaching us how to listen and follow instructions, Mrs. Nichols!"  I had a very good day as a result!

 

 

6-C Children at Work

 

After we read the book together, the children went to their tables to complete a worksheet where they had to decide whether or not three kids were following instructions by looking at pictures and captions.

 

Two Important Skills for having a Good Day!

Eighth Age Girls: Can Cliques and Compassion Co-Exist?

 

I have been working with the Eighth Age girls on the definition of compassion as well as the definition of cliques, and asking them how the two words are part of the social life in the school community and whether or not they can co-exist.  Since compassion is one of Calvert's school pillars, we used this definition: Appreciation of similarities and differences; the caring treatment of one another.  We compared that to the definition of a clique,  and decided that a clique that excludes others and makes them feel unwelcome was not going to be a compassionate group.  This type of clique can make kids feel lonely, unhappy, and angry.  The word, clique, is associated with mean behavior but cliques can also be inclusive, where kids feel welcomed, happy, and loved.  Compassionate groups include because of differences, but mean cliques exclude because of differences.  I challenged the girls to "be themselves" and not be swayed by the potential power of a group with different values than their own.

 

 

 

 

 

Top Ten Ways to be a Compassionate Classmate:

1. Show Kindness and Respect to all
2. Stick up for all
3. Be supportive when classmates need help or advice
4. Tell the truth (in a compassionate way)
5. If you hurt your classmate's feelings, say you are sorry
6. If a classmate hurts you and apologizes, accept the apology
7. If you make a promise, keep it
8. Put effort into your friendships, and share your friends with others
9. Accept your classmates the way they are
10. Treat your classmates the way you want them to treat you

Parent Forum

We had a great turnout this morning at our Lower School Parent Forum!  We delved into the topics of executive functions and worry, and talked about student success as something that is achieved when the student learns, over time, to manage worries and fears, and to gain an understanding of his or her executive function processes and learning needs.  Dr. Trusty, Mrs. Martin, and I shared strategies and skills for both home and school.  Parents had the opportunity to know more about what classroom teachers are doing on a daily basis, and what they can consider implementing at home to help their child with attention, organization, and worries as they grow through elementary school.  Our Power Point is posted on the Calvert School homepage.   Please take some time to look it over, and let Elizabeth Martin or me know if you have any questions.

 

It Just Takes One

Ms. Hollander's Class acts out ONE!

 

Sixth Age students are enjoying the book, One, by Kathryn Otoshi.  I have been reading it to them, and then they have had the opportunity to act it out with the colored shapes and numbers that are the characters in the story.  One is a picture book about bullying; Blue gets picked on by Red and the other colors don't stand up to Red.  Then, the Number One enters the story and says, "I for one" will stand up to Red and tell him to stop picking on Blue .  One becomes the ally to Blue and then all the colors stop being bystanders and turn into numbers and take a stand.  Sometimes, it takes just one voice to make everyone count. This seemingly simple story has deep meaning for the young students as they can grasp onto the concept that oftentimes "it just takes One."  It motivates young learners to stand up for their friends and classmates!