The Effects of Being an Empathetic Educator
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Why it is Important for Teachers to Be Empathetic
Naomi Boisselle
Liberty University
EDUC 350: Behavior and Individual Differences
Prof. Sarah Lockhart
July 25, 2022
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As educators, we are always learning, adapting, and altering the way we lead and manage
our classrooms. Educators everywhere have all different reasons for why they teach. Some would
say they need the income, while others know that this is their calling. Many educators simply
enjoy children, and yet there are still other educators who only teach because they got stuck with
this occupation. There are many reasons for why teachers are teaching. In light of this truth, I
want to educate, not simply because I have to or even because I want to. I have a passion to teach
in a way that will make a difference in the lives of children. My goal as a future teacher, is to
help students experience the positive effects of being in relationship with an empathetic educator.
Life Influences
For many adults, their childhood is what shaped and prepared them for their future. The
same is true for me. As a child, I remember playing ÒschoolÓ with my stuffed animals, writing
numbers and letters on my DadÕs whiteboard at work, and writing out mock math lessons for my
little brother to complete. These moments are part of what made me want to be a teacher for real.
I also had a negative experience in the classroom that has shown me that children need kind
teachers in their classrooms. I have a vivid memory from when I was taking a math test in
second-grade. For only a second, I rested my chin on my hand and starred off into space as I
thought of an answer for one of the questions on the test. While I was still thinking, my teacher
came up behind me and half yelled, ÒNo cheating!Ó. At the same time that she said this, she very
roughly forced my head down to face my paper. In that moment, I remember being upset, hurt,
uncomfortable, and rejected.
Now that I am twenty-two and have taken many courses to further my knowledge about
various aspects of teaching, I have developed the desire to be a teacher that does not promote
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fear, unkindness, or rejection in my classroom. Those moments of playing pretend ÒteacherÓ and
undergoing negative experiences in private school, have inspired and led me to consider teaching
as way of making a positive difference in childrenÕs lives.
Learner and Future Teacher
As a young adult in my junior year of college, I have been influenced by the fact that
children need an empathic adult in their lives in order to be successful in their learning journey.
My job as a babysitter has helped, not only to reinforce this knowledge, but also to prepare me
for my future as an educator. I have had many situations where a child I am taking care of
becomes upset and angry about something. It is in these scenarios, that IÔve been able to practice
using empathy in a way that acknowledges and validates the childÕs feelings or emotions. An
educator who possess empathy, would not simply discipline the child and tell them what they did
wrong. Instead, an empathetic educator would be intentional and utilize ÒIÓ statements.
For example, instead of saying to the student, ÒIf youÕre going to keep yelling at your
friends, youÕre going to miss recessÓ, I know weÕve an empathetic educator would respond with, Ò
talked about yelling at friends. I also know you know itÕs not the best way to handle whatÕs
bothering you. Is there more that I need to understand so I can help?Ó (McKeown, 2021) This
way of thinking has influenced me as a future educator. The book called ÒDifferentiation and the
BrainÓ, written by Sousa and Tomlinson, talks about how it is important for students to have a
clear understanding of their educatorÕs goals so that the student can then see how they these go
together with their personal goals. (Sousa & Tomlinson, 2018) This is something else that has
influenced my desire to be an empathetic educator; the fact that by setting learning goals, both
educators and students can be so much more successful. My college coursework has also
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influenced and added to my knowledge of teaching. My understandings have broadened, my
vocabulary has doubled, and my passion for teaching and being an empathetic educator has only
been encouraged. During my own learning journey, I have read so many stories about the effects
of both negative and positive learning environments and how these can effect students. My
coursework has resonated with me and inspired me to try and be the best Educator possible.
Research Considerations
ÒEmpathetic teachers have more positive self concepts, are more self-disclosing to their
students, respond more to students feelings, give more praise, are more responsive to students
ideas, and lecture less often.Ó (Rowell, 2017) Research has led me to believe that empathy in
teaching does just what that quote says. Empathy in teaching seeks to assist students in every
area of learning in order to show that their teachers care and want the best for them. Empathy in
general, seeks and praises the good of others. One research article I read, says that empathetic
educators recognize that one way of learning may not necessarily be the best fit for another
learner. Empathetic educators need to take time to understand what students need from us, rather
than assuming that we already know what they need. (McKeown, 2021) Not only has research
shown that empathy in academics greatly improves the learning of many students, it has also
proven to benefit relationships immensely.
During my studies in college courses and through scholarly research, I found that
empathy in teaching is one of the most common leading causes for strong, trusting, relationships.
An article written by psychologist, Zhichao Zhang, states that Òempathy produced in positive
teacher-learner rapport can significantly diminish anxiety and result in improved engagementÓ.
When educators commit to being intentional about building relationships on trust, empathy, and
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respect, this engages students and gives them a reason to want to learn. Learners who feel the
empathy, affection, and support extended by their educators, have proven to be persistent in their
learning, have consistent self-confidence boosts, and enhancement in their willingness to engage
in classroom experiences. (Zhang & Setiawan, 2022)
Conclusion
Every student needs and wants a trustworthy adult to be there for them during their
leaning journey. I would like to be this person for any learner I come into contact with, as this
will make a difference in the lives of many students. Empathy in teaching is a concept I hope to
grow in and itÕs a goal that I plan to establish when I begin my teaching career. As a future
teacher, I want to help students learn in a way that best fits them. In order to do this, I need to be
able to extend empathy in my relationships with students. This is what will give them the ability
to experience the positive effects of being part of a classroom led by an empathetic educator.
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References:
McKeown, S. G. (2021, March 8). The Empathetic Teacher. Teach Better. Retrieved July
21, 2022, from https://www.teachbetter.com/blog/the-empathetic-teacher/
Rowell, K. R. (2017). Importance of Teacher Empathy in Student Success.
rebuildetroit.org. Retrieved July 22, 2022, from http://rebuildetroit.org/wp-content/uploads/
2015/06/Empathy-Presentation-Detroit-October-1-2016.pdf
Sousa, D.A., & Tomlinson, C.A. (2018). Chapter 4. In Differentiation and the Brain: How
neuroscience supports the learner-friendly classroom (pp. 86-86). essay,
libertyonline.vitalsource.com.
Zhang, Z. (2022, June 2). The Role of Teacher Empathy in Students' Engagement.
Frontiers. Retrieved July 22, 2022, from https://www.frontiersin.org/articles/10.3389/
fpsyg.2022.880935/full?
