A. An important component of thoughtfulness is showing concern. Elaborate on 3 tools you would like to use in your classroom to inculcate thoughtfulness about the right things among your students.
I want to use the following three tools in my classroom to inculcate thoughtfulness about the right things among my students:
- Mindfulness-Based Stress Reduction: It has been demonstrated that practising mindfulness and deep breathing techniques help to lower stress, improve focus, and improve wellness in general. I aim to teach students how to control their emotions, be present at the moment, and create empathy for others. I do this by adding mindful breathing techniques. For instance, to assist the class in relaxing and tuning into their thoughts and feelings before a lesson or activity, I could lead them through a 3–5-minute breathing exercise.
- Keep a thankfulness journal: Studies have shown that practising appreciation boosts good feelings, lowers stress, and enhances mental health. I want to include gratitude journaling to inspire kids to pay attention to the good things in their lives and develop empathy for others. Students could list three things they are glad for each day, share them with a partner, and talk about the qualities they value in one another.
- Experiential Learning: Real-world examples can be used by teachers to assist their students in comprehending how their actions can affect others and the environment. They can demonstrate the adverse effects of careless behaviour and the advantages of being mindful via news articles, films, and case studies.
B. To understand the world around you, you need to develop empathy. Give examples of specific activities/exercises you'd like to conduct in your classroom to inculcate empathy among your students.
I would conduct the following activities/exercises in my classroom to foster empathy among my students:
- Storytelling: Sharing personal narratives or experiences is a great technique to foster empathy and understanding for other people. Students may have a greater sense of empathy for others by being encouraged to tell their own stories and listen to those of their peers. For example, I would ask students to describe when they faced a problem or overcame a challenge.
- One-Act Play: During one-act play, students can experience what it could be like to be in another person's shoes and be in a new position or have a different point of view. Students can start to gain a more profound knowledge of other people's thoughts, feelings, and experiences by participating in role-playing activities. For example, I might have them act out various situations like peer mediation, conflict resolution, or exercises to develop empathy.
- Social Service Projects: Students get to learn about many cultures, viewpoints, and experiences by participating in social service initiatives. Students can learn empathy for others and a more profound knowledge of their community's problems and difficulties by participating in service projects.
- Neelima Parmar, Monika Gupta and Vandana Sahay
Welham Boys’ School