audiocast transcript empathy

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Keuka College *

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500

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Psychology

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Dec 6, 2023

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TRANSCRIPT: WGU TC-AUDIOCAST EMPATHY The following transcript is a verbatim account of the video or audio file accompanying this transcript. Speaker 1 (Monica Brown): [MUSIC PLAYING] Hi, everyone. I am Monica Brown, and I'm here with Dr. Mamie Pack, and welcome to our discussion on the School of Education's dispositions and ethics. Within WG's School of Education, creating a healthy learning environment is an integral part of preparing next-gen candidates. Dr. Pack, can you talk a little bit about what a healthy learning environment is? Speaker 2 (Dr. Mamie Pack): Absolutely. So healthy learning focuses on five primary pillars, and those are going to be, Social Emotional Learning-- SEL-- Diversity, Equity, and Inclusion-- DE&I-- character education, mental health, and basic needs. And so we believe that these five pillars will allow us to have the most stabilizing, supportive, and positive impact on learning for our next-gen candidates. And so today, the professional disposition to ethics, we're going to focus on-- it's going to be empathy. So Monica, will you share a little bit about what is empathy here at WGU. Speaker 1 (Monica Brown): Absolutely. So within our School of Education, empathy requires awareness, understanding, and experience, related to the feelings, thoughts, and needs of others. Our next-gen candidates demonstrate empathy by creating and exhibiting a safe and supportive educational environment. And that's really some of the key words that we want to hone in on, is that safe and supportive. Our next-gen teaching and leading, it involves more than just cognitive learning. It encompasses compassion, responsiveness to others, and valuing that lived experience. Our students know, right. They know when we care. They know when we exhibit that level of support for them. They can read very, very easily how our body language, our facial expressions, and all of that goes in with empathy. Educators who intentionally work on understanding learners, they will be more successful. Learners who perceive educators as understanding and caring, they work harder and they have greater academic success. How can we demonstrate that in the classroom more with our next-gen candidates, Dr. Pack? Speaker 2 (Dr. Mamie Pack): Yeah. So empathy-- I think if you were to ask any educator and you say, oh, are you empathetic? They're like, of course, I have empathy for my students. Speaker 1 (Monica Brown): Every day, every day. Western Governors University 1 | P a g e

Speaker 2 (Dr. Mamie Pack): Of course I'm-- yes, all of that. Until students don't meet an expectation that we have set for them, and/or until we compare what we are able to do or what we have had to do, and then we have that expectation that, if I did this, then my students should be able to do this. And we minimize what is the experience of that student. And we actually then no longer have empathy because we have set a barrier there in between how we want to support our students, and whether or not we actually believe the students are worthy of support. And so if I've been able to do it and be successful without anybody helping me, you just need grit. You just need to persevere, not realizing that some of these students are dealing with some really hard things in life. And so when we think of the impact of the pandemic on mental health for our students, many of our students became caregivers, either of parents, or maybe grandparents, or siblings, and we also saw an increase in anxiety and depression in our youth. And so when we see students in our classes that maybe have their heads down, their head is not down necessarily because they are disengaged in the classroom because they're being-- we may say, oh, they're being lazy. Take the opportunity to have a conversation. Take the opportunity to connect with the student so that you can then support the student. And so when we have empathy, it's really recognizing how can I go back to what you shared earlier, Monica, that safe and supportive environment. How can I create a safe environment, where part of creating that safe environment is recognizing who your student is, what is it that your student needs, what's the home environment? And some of our students, we also recognized during the pandemic that abuse went up. So some of our students are really coming from these traumatic home situations. Maybe they lost a parent. And so when they're coming to school, they are mentally exhausted. They've gone through trauma. And so empathy allows us to use trauma-informed practices. Empathy reminds us to see our students as individuals who need care, who need mental health support, who need basic needs met-- is recognizing that some of our students are only getting meals at school. Speaker 1 (Monica Brown): Well, schools are a safe place, right. For a lot of them, school is that secure, safe environment. Western Governors University 2 | P a g e

Speaker 2 (Dr. Mamie Pack): It is. And so what we don't want is to ridicule a student, to single out a student, or anything like that, because the moment we've done that, we've lost, we now have made the environment not a safe space for our students. So instead of-- one of my big things is that, I say, to correct softly, praise loudly. And so if there's something going on with the student, then take them to the side. Get one-on-one and identify-- hey, what's going on with you? How can I support you? What do you need? Again, have that quiet one-on-one conversation to see if you need to bring in additional support for the student. And then when the students are doing great things, then let's make a big deal. And that's, again, recognizing restorative practices, trauma-informed practices. And so empathy, although it seems easy to do. It really requires us to be aware. Going back to what we talked about with the disposition of belonging, that self awareness of how do I view people who come from different backgrounds? How do I view people who come from a background similar to mine? Because sometimes that's the group we're hardest on. Is that, hey, I've been able to pull myself up from my bootstraps, as they would say, and I've been able to be successful, you just need to try harder. And sometimes harder is not enough. Our students are giving all that they can give, but they need support. They need somebody to hear them. They need somebody to see that they're struggling, that they may need additional support in ways that are outside of the classroom. And so it takes work to really be the type of empathetic educator we want, as we are also dealing with our own issues, right. We're also feeling the trauma. We're also feeling the stress. We're also feeling the pressure because we are people. And so if you're not aware of what's going on with you, then it impacts how you're able to create that safe and supportive environment for students. And so Monica, let's talk a little bit about what we want those demonstrated behaviors to look like. So we know one of them is respect, respecting the beliefs, values, talents of others. And so if I'm respecting my students-- because sometimes adults will say, well, they need to respect me, right. We focus on what they should be doing for us but where the adults. We are the leaders in the classroom. We're the model in the classroom. And so it's important that we model for our students what it means to respect different beliefs, and values, and talents, and bias, modeling that. Some of our students have never seen what it's like to actually be in a space with someone who has different ideas than them and be able to have professional, kind, civil conversation. And so what's another one, Monica. Speaker 1 (Monica Brown): Compassion is feeling the actions, feelings, and beliefs of others. But the key to it is without judgment or bias. And I will never forget-- I was an English teacher for many years, and I had a student who-- I'm not kidding, he slept the vast majority of my class. And it was frustrating for me as an educator. And I remember talking even to the principal about it, and the principal said, well, have you talked to him? And I tried wake him up one day when everyone had gone out for lunch. And when I did, I learned that he was the primary breadwinner for his family and he worked all night long. And so he would work at a fast food restaurant and come in. And this teenager was not getting any sleep. And so we were able to work out a system for him. But I needed to have that compassion as an educator to realize what he was going through and create that environment where he felt safe enough in my classroom to have his basic needs as an individual met. And I think that goes along with care. I think that they go hand in hand. Western Governors University 3 | P a g e

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Speaker 2 (Dr. Mamie Pack): Yes, it does. And what you just explained is intentionality. And the reality is, we're not going to get it right all the time, especially when we're new teachers and we're trying to figure out standards, and lesson planning, and everything. And so that's why we're having these conversations to really help identify how this is going to be a part of what we do. And so when we talk about care, we're ensuring the health, comfort, and safety of others in our professional community. And that means protecting the privacy of our students. That means being able to-- the words that we use, that we're not using deficit language. That we're aware, again, of that bias, that judgment. All of that impacts the manner in which we're able to care for our students. Speaker 1 (Monica Brown): And then establish that trust. And I think, by doing that, by establishing the trust and the consistent interaction with the learners in our classroom, our next-gen candidates are able to sustain that healthy learning environment where our students can thrive. Speaker 2 (Dr. Mamie Pack): So we're so glad that you joined us today to talk about empathy as one of our professional disposition in ethics. Remember, you have a community of care available all the time here at WGU. So feel free to reach out to your program mentor, course instructor, any faculty here at WGU. We're always here to help you along your journey. And we thank you for joining us today. Take care. Speaker 1 (Monica Brown): Have a great day. [MUSIC PLAYING] Western Governors University 4 | P a g e

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