# data[].attributes.body
Raising awareness of the uniqueness of each persona nd necessity of accepting all diveristies, respecting everyone's feelings and make everybody feel that all emotions are equally important.

# data[].attributes.body
I try to create an accepting atmosphere so that they know they are safe. I also tell them that all emotions are necessary and acceptable. We do a lot of roleplaying tasks ald talk about different situations so they can share their ideas and solutions

# data[].attributes.body
Storytelling can be a great way to promote empaty, specialy if teacher model empaty in class. We can use literature to find and explore relevant stories, maybe we can also invite persons to came to class and share theirs stories.

# data[].attributes.body
I have involved my 5th graders in an eTwinning project called Add Value to Yourself. They are really keen on the activities, seem to have acquired the theoretical part of being empathetic, they have different solutions to various problems. I hope they will apply what they know in their day-to day life and not change their good habits with age.

# data[].attributes.body
I believe that empathy, like all other life skills, is built first in the family, then at school and requires constant communication and regulation between the two.
One way to show empathy is through play, the language of learning for young children. Young children have more confidence in "talking dolls" than in adults.

# data[].attributes.body
Creating a serene and accepting atmosphere where each student feels accepted and understood, the example of the teacher's empathy is important. Understanding one's own and others' emotions, interacting and having an open attitude towards others. Online resources such as the cartoon just seen can be used

# data[].attributes.body
The best way to improve emphaty is to show students that they are important, they mean a lot for the teachers. Obviously we're different from each other, but we all need love, support and security. I usually encourage my students to take part in eTwinning projects to improve their self-esteem, to share opinions and ideas with foreign students.

# data[].attributes.headline
Agnieszka, Italy   I teach literature and what the topic of death is going to be treated in poetry, I use it to discuss about our fears and have to say that lots of things come out. This is also a way to know each other better. We're made of our joys and fears.

# data[].attributes.subject
Agnieszka, Italy   I teach literature and what the topic of death is going to be treated in poetry, I use it to discuss about our fears and have to say that lots of things come out. This is also a way to know each other better. We're made of our joys and fears.

# data[].attributes.body
Model learning. Conversation. E.g. A student with disabilities is well received by other students because I explained to them that he needs a little more time and attention. When he achieved something, everyone praised him and applauded him. They showed empathy, and he was glad he felt equal.

# data[].attributes.headline
The Many Ways to Teach Empathy & For Students to Develop Empathy

# data[].attributes.subject
The Many Ways to Teach Empathy & For Students to Develop Empathy

# data[].attributes.body
Since Social Emotional Learning (SEL) can be taught in almost any lesson, there is no single way to teach empathy. Empathy can be taught in many ways such as modeling and demonstrating empathy, conducting a read-aloud session that contains empathy as an element of a story, discussing a recent incident on the news at an age-appropriate level where empathy can be applied, and so on. Aside from applying a cross-curricular approach to empathy, apply it as part of the classroom's and school's culture helps students to comprehend how beneficial it is when everyone is empathetic, where the experiences they acquire in school can be applied outside of school and at home while being a valuable asset when seeking employment.

—Austin Nicholas Dragoș [United States of America]

# data[].attributes.body
We read books and watch films that are truly inspirational for us all.

# data[].attributes.body
I teach my students about empathy by creating role-playing games, but also other personal development games, watching educational videos and reading children's books where the characters go through various adventures and experiences.

# data[].attributes.body
Watching some short films and reflect on the characters' feelings and emotions as a way of trying to put themselves on the other person's shoes. Even when you don't understand the other person, the key word is respect.

# data[].attributes.body
Empathy can be developed at schools on different levels starting from promoting or taking part in some charity actions - e.g. we have in our school - 'Christams card for a hero' - where students write Xmas greetings to former soldiers of the Polish Army now in their late 80s or 90s, we have a collection of things for local hospice for children; we also run each year events on Safer Internet Day or some other when we promote positive use of social media and internet.

# data[].attributes.body
I organise activities such as : voluntary projects, charity activity ( donate things for other kids, poor families etc from our community ) ,European Language Day, Tolerance Day, Human/Children's Rights and I involve my students in eTwinning and Erasmus + projects

# data[].attributes.body
I like to read to my students. I choose books that can raise empathy. And they enjoy listening to stories. During reading they show strong feelings of empathy.
We discuss their feelings and how would they feel if they were in a similar situation.

# data[].attributes.body
Watching movies and analyzing real situations is a good way to reflect on students' actions e find out other ways to behave.

# data[].attributes.attachment_link.title
Communication Skills: Empathetic Listening - Inside Out, 2015

# data[].attributes.body
I develop empathy in my students by carrying out activities about bullying or cyber bullying, volunteer activities such as "Santa Claus is for all children" in which we donate clothes and sweets, involvement in ERASMUS + projects where they work in international teams, so on.

# data[].attributes.body
Teach students what empathy is and try that they treat everyone with kindness and respect.

# data[].attributes.body
The best way to promote emphaty is to show students that we're all different but we all need love, support and security. I encourage my students to take part in activities with Red Cross, to see how some people in need live and to realize how lucky they are for having everything. Another way is to help somone in need.

# data[].attributes.body
As a headteacher I try to involve my students in different activities. We have had an activity about bullying. There were discussions about this problem that exists in every school. My pupils have done some posters with the message: Stop bullying! We have also had a discussion with a policeman in one of our classes about this problem.

# data[].attributes.headline
VOICU CORINA VALENTINA-ROMANIA-I tried to develop the empathy of my students through various projects in which I involved them. For example: We learn from the Holocaust! Stop Bullying! That's how they understood much better where bullying goes to the extreme, what consequences our actions have, even the lack of involvement! In order to better empathize with the situation, I gave them a film The Pianist, which was about a Jewish boy! The project moved them deeply!

# data[].attributes.subject
VOICU CORINA VALENTINA-ROMANIA-I tried to develop the empathy of my students through various projects in which I involved them. For example: We learn from the Holocaust! Stop Bullying! That's how they understood much better where bullying goes to the extreme, what consequences our actions have, even the lack of involvement! In order to better empathize with the situation, I gave them a film The Pianist, which was about a Jewish boy! The project moved them deeply!

# data[].attributes.body
To be empathetic, I think you have to understand what it's like to be in someone else's place. So we make many role-playing games, dialogues, dramatizations in which children are put in various situations, they have to play different roles, to find solutions depending on the context.

# data[].attributes.body
Just the other day I read with the children in my class the story "A naughty bird." - About the courage to be different ,,. It is a wonderful story about differences and acceptance from which students have learned what it means to be different, what feelings you live, how they can participate in the well-being of a person "otherwise".

# data[].attributes.body
We could involve a group of talented students in dramatic art for taking some photos in which they express different feelings or interact with each other in different ways. Then, we will expose these photos in the classroom and ask students to describe what they feel watching the photos or how do they think the people in the photos feel?
Another activity that I usually do with my students before Christmas is "Shoebox". They prepare gifts consisting of small clothes, toys, or sweets packed in the shoebox enveloped in the colorful paper for poor or orphan children from our community. When they offer these presents to the children who stay in a monastery, they spend some time with them playing, talking, or singing together.

# data[].attributes.body
Not long ago we played a game I admit... Students wrote things they were embaressed to admit or things that were bothering them on pieces of paper and put them in a bag. We read the lines they wrote and commented by saying things like It's ok to feel different sometimes and gave advice about the right thing to do to help someone with his/her problem.
Students can also be taken to an animal shelter to show empathy for abandoned animals.

# data[].attributes.body
8 WAYS TO HELP HIGH SCHOOL STUDENTS SHOW EMPATHY

1. Give students a chance to express their feelings about losses. When adolescents don’t feel like they belong, they feel great despair. Now more than ever, adults must be sensitive to how much loss can destabilize high school students because it shakes their feelings of belonging. Losses in their families, not being able to interact with friends, missing teams and performance groups… these and more are being carried by high school students all the time. Particularly when students return in the fall, very early in the school year, show your empathy toward students by giving them an opportunity to write about losses. You can make it personalized, or you can allow it to be hypothetical, in which students will pour their actual feelings into prose, poetry, or other forms of artistic expression.

2. Use the prompt, “How do you think that person/those people felt?” Regardless of subject area—reading a novel, talking about scientific accomplishments, reviewing events in history, reading stories about the contemporary world—asking students to understand the emotions of the people involved exercises their empathy muscles. After a while, they will start asking themselves this question without your prompting—a key aspect of empathy.

3. Create an exchange program. Empathy and taking others’ perspectives go hand in hand. So arrange for your students to have regular exchanges—via class-to-class Zoom or the pen-pal approach (whether via old-fashioned paper or email)—with people who come from different backgrounds and situations. Consider partnering with a school overseas. Help with this can come from the European Network for Social and Emotional Competence or the Mandela Washington Fellowship for Young African Leaders through Rutgers University Professor Ronald Quincy. He can help connect teachers with Mandela fellows who are often teachers in Africa. You can also make arrangements with senior citizen centers, youth detention facilities, Veterans Administration centers, the Wounded Warrior Project, and related organizations. The possibilities are endless.

4. Have students study characters from books. Your students can learn by carefully observing characters they’re reading about. Ask them to consider a character’s perspective. Then have them discuss their interpretations with the class or small groups. For an added challenge, ask your students to write dialogue they anticipate might happen in upcoming chapters, using the author’s writing style as a guide.

This is an exercise that needs to be handled very carefully; the goal is to help students see other perspectives, but there’s a risk that they will denigrate others instead—for example, by replicating stereotypes or prejudices.

5. Listen, really listen. It’s natural and all too common for students in classes and groups to worry about what they’re going to say and not listen to others. Here is a simple antidote: Ask students to repeat the response of a classmate before giving their answer (“Samira said, ‘I think…’”). Cognitive psychologist Irv Sigel, who studied question asking and answering extensively, noted that there is no need to do this all the time. Once you intersperse this kind of request regularly and at varying intervals in a class, students will start to anticipate and listen more carefully.

6. Assign an essay on “me at my best.” To help leaven “I” with “we,” ask students to write an essay (in whatever format they are learning in their English classes) with this focus: When am I at my best? With whom and when? How and why does the presence of others help me be better?

7. Ask students about the movie that moves them most. Then, ask them to do the following assignment about it. Once they have done so, they can share in pairs and small groups and report out on one another’s perspectives. This definitely has a broadening effect, as students tend to think everyone will see a “moving movie” the same way that they do.

What is the movie?

Summarize the plot.

Name the main characters and describe their personalities, especially how they treat others.

Identify three parts of the movie that gave you the strongest emotional reactions. What emotions did you feel and why?

What was it about the movie that led you to empathize with it so much—to have the reactions intended by the writer, director, and actors?

8. Show students how to succeed and fail at interviews. Throughout high school, students will find themselves in interviews for various kinds of positions, and this will lead to college and career-related interviews in their senior year. Lynne Azarchi, author of The Empathy Advantage, believes students need to know that interviewees are most successful when they can take the perspective of the interviewer. In advisories and group-guidance experiences, time can be devoted to these questions: What are interviewers looking for? What do they not want to see? After getting some discussion by students, be sure these key points are covered:

Desirable qualities:

Good formal email communication

Respectfulness during the whole interview process, including to all staff

Preparation—knows about the company, business, or school

Commitment to being a team player

Willingness to go out of one’s comfort zone

Concern for others; can speak about interest and involvement in some social, environmental, charitable, or service causes

Undesirable qualities:

Wandering eyes

Weak handshake

Very short answers

Inability to read and match the interviewer in terms of loudness of voice, speed of speech, posture; disinterest in a long response

The importance of empathy—and its close cousin, compassion—is becoming more and more clear as we see what’s happening in the world around us. Let’s be sure to prepare our high school students to contribute as more considerate and caring citizens.

# data[].attributes.body
Five Essential Steps for Schools

1. Model empathy. When frustrated with students, pause and take a deep breath and try to see the situation from their perspective before responding. ...

2. Teach what empathy is and why it matters.

3. Practice.

4. Set clear ethical expectations. ...

5. Make school culture and climate a priority.

# data[].attributes.body
The last example of developing empathy by 2nd grade students: we read a story Figaro: The Cat Who Snored by Jean-Baptiste Baronian and we talked about the characters, their behavior, especially about Figaro. How do you like the characters and their actions? Which actions are not good and why, which actions are good and why? If you could talk to a rooster, a dog and a donkey, what would you draw their attention to? What would you say to Figaro in that case?

# data[].attributes.body
Preschool children understand the world through their own meaningful experiences, one of the strategies I use for these topics are stories that involve emotions, everyday situations and feelings. Through the stories and the conversation about them we can get to what we want in a playful way and make the children feel that these emotions are important and everyone has them. Storytelling is important to feel compassion, joy, empathy, sadness, and critical sense.

# data[].attributes.body
Well, regarding homophobia, the other day we had one student that make fun out of it, but talking with him, he finally realised he did something wrong, I explained to him that his ideas are his, but imagine that that person had been him. He completely change his vision of the thing he, in that moment, realised had done wrongly. Obviously, that real example served us to do some more.

# data[].attributes.body
We encourage the students to participate in the school events such as talents show in charity concert. The idea is we are offering the opportunity for students to help others by distributing donation through the talents show. Hence we invite the parents to give donation. Students are very excited and passionate to participate by making video and express their talents. this is the way we create the tight social emotions of students to others who in needs and empower their social empathy .

# data[].attributes.body
We often watch movies that deal with this topic like:
https://youtu.be/EP9QjCcXIX4
We also use literary texts  analyzing the characteristics of the characters.

# data[].attributes.body
A few ideas to develop empathy with/in students:
- Involve students in campaigns of solidarity to help people, nature, animal species, etc. (in the country or abroad).

- Explore in class the various devastating effects of unexpected events that happen almost every day in any part of the world (natural disasters, armed conflicts, terrorism, disease, etc), considering that these things can happen everywhere to everyone. What would we do? How would we react? How could we help each other?

# data[].attributes.body
By bringing meaningful short films into class and discussing what they try to teach and then talking about similar things which have happened to us, drawing about them.
With older students I show them videos from the STORIES THAT MOVE tool, which I learnt at the Discussing Diversity and Discrimination Course and which has very powerful stories and asking them how would they feel and if they've ever felt something similar. I share my personal experciences as well from being a foreigner living in a different country and from having a mix-coloured race child. The more I share personal stories the more eager they are to share their stories themselves.

# data[].attributes.body
There are many films to be shown at school in which students can recognize themselves, with their singularity. With the younger boys, 11 years old, I generally screen cartoon films. The themes are many, but for girls I often propose "The brave": in the film the story takes place in Scotland and tells the adventures of Princess Merida, skilled with the bow, courageous, intolerant of the rules and duties of royalty. An unconventional princess, who prefers to run through the woods rather than take care of her beauty, her long and tousled fiery red hair or the future marriage that soon awaits her. Precisely in view of this wedding, Merida's father, King Fergus of DanBroch, informs her that some suitors from the other great clans of Scotland will arrive for her.
The princess, unable to bear the imposition of a union that she does not want, breaks the rules and tradition, humiliating each of the suitors during an archery competition and thus deserving the anger of the mother disappointed by the behavior. irresponsible of her. The great quarrel with the Reggio and the desire to escape from rules and duties unbearable to her, will push Merida to flee into the woods where she will meet an old witch ready to offer her a magical remedy for her problems, something able to change her destiny for always. However, the witch's spell will not work as Merida had predicted and, on the contrary, will put her and her family in grave danger ...
After the film I would make my students reflect on the following points:
Do you like Merida? Because?
How would you feel if you were Merida?
How do you think her mother might feel? How do you know it?
How do you think humiliated suitors might feel? How do you know it?
Can you think of a time when you felt the same way?
What would you have done different in that situation?
Which character in the story are you most attached to and why?

# data[].attributes.body
I always try, which is not to say that I always get it,
1- Attend emotionally: listen to them in their pain without interrupting it, staying by their side to need me.
Thus, they will learn to listen to their own emotions and those of others,
2- Actively listening to them: teach him to listen to all his classmates not only paying attention to what he says, but especially how he says it, focusing on discovering the emotion that overwhelms him, the gestures he makes, the tone of voice.

3- Teach them games based on empathic techniques for conflict resolution. The basis of these games is to put yourself in the place of the other.

# data[].attributes.body
We set off from Keloğlan tales. The students did empathy work. Everyone wants to be the main character.

# data[].attributes.body
Last year I worked on the "Dialls" Project which focused on literacy and emotional dialogue.
The children watched a small film, for example it spoke of solidarity. Then we talked about the film, we exchanged impressions then we did some work (paintings or drawings) in small groups.
With this project I learned to , through small films, approach the children about what they saw. Let them speak by moderating the group. Then we work taking into account the "value" that we think is intrinsic in this film.

# data[].attributes.body
Recently, I have done an activity based on empathy> I read a story "Peace or War?" and we talked about the characters, their behavior... I would like to have more time to do activities of communication on different topics, to develop their way of thnking, ideas, to share their opinions..

# data[].attributes.body
Loredana, Romania

# data[].attributes.body
I have involved my 5th graders in an eTwinning project called Add Value to Yourself. They are really keen on the activities, seem to have acquired the theoretical part of being empathetic, they have different solutions to various problems. I hope they will apply what they know in their day-to day life and not change their good habits with age.

# data[].attributes.body
Teach what empathy is and why it matters.

# data[].attributes.body
We play different games and workshops in the class on this topic. Studework too.nts gets real life situations and working in groups they find the solutions. When someone has bad marks we allways find other students to hep with learning. Also students do lots of volunteer work, we collect supplies for public kitchen. We also went to work to inclusive farm when children wiht special needs

# data[].attributes.body
Students should be aware of the importance of being a volunteer and have that experience. Being a student tutor or mentor would be a great way to start!

# data[].attributes.body
One good start is Ian's story.

# data[].attributes.attachment_link.title
**Award Winning** CGI Animated Short Film: "Ian" by Fundacion Ian | CGMeetup

# data[].attributes.body
By engaging in Erasmus projects with an intercultural orientation. Travelling abroad, making new friends,experiencing new cultures and religions, getting a flavor of foreign customs surely makes students empathetic.

# data[].attributes.body
The eTwinning project Architects of Human Kindness, very well received by my students, was a great way to develop empathy in our classroom and learn from each other.

# data[].attributes.body
How would you help Little Prince get back to his planet?
How would you distract a hunter so Rogan can escape?
What advice would you give Jonathan to fly even higher?