Empathy, Psychosocial Skills, and Well-being

Registration dates 20 November 2024 03 December 2024
Course dates 06 January 2025 15 May 2025
Registration is now closed
Empathy, Psychosocial Skills, and Well-being

Learning outcomes

  • I prepare to effectively establish classroom rules with proper tools.
  • I prepare to manage boundary-breaking behavior effectively and skillfully while preserving my well-being and that of my students.
  • I prepare to handle conflicts between students.
  • I prepare to manage stress for myself and/or my students in the classroom.

Course content

  • I prepare to engage my students in developing their empathy to prevent conflicts (6 hours):
    By implementing:
  1. Sessions or learning sequences “detached from the curriculum,” as part of the school project, the citizenship program, and/or class life sessions.
  2. Discipline-specific practices, particularly related to cooperation and language.

 

  • I prepare to master the basics of affective and cognitive empathy linked to neuroscience to ensure my own well-being and that of my students in the classroom (6 hours):
  1. I differentiate the key elements of empathy that help ensure my well-being and limit the contagion of strong emotions experienced in the classroom (“two blocks game”).
  2. I implement strategies during and after my lessons to maintain my well-being and that of my students (constructive lesson debriefs, integrating students’ emotions into my session, self-compassion, and stress management).
  3. I incorporate exercises during my sessions to train my students’ attention.

Course Assessment

We will start with a key point derived from your initial field analyses.

You will take a step forward in your professional development by addressing the harmonious functioning of the classroom and the school climate.

You will provide evidence of your professional insight by demonstrating the progress you have achieved or observed, with ONE choice from the following options:

  1. Group agreements development:
    • What rules for the school?
    • What explicit rules in the classroom?
    • What adjustments to classroom rules?
  2. Conflict management and/or boundary setting:
    • Resolving a conflict for the students?
    • Managing a conflict with the students?
    • Addressing clear messages with the students, whether positive or negative?
  3. Empathic listening and authentic expression:
    • Expressing oneself using “I” statements?
    • Working on emotions?
    • Empathically and systematically listening to one or more students?
  4. Stress management:
    • Addressing focus and attention in the classroom with students?
    • Offering various attention exercises?
    • Introducing different meditations to students?
    • Practicing meditation for yourself after class or during a break?

If a classroom visit is not possible, a video will be provided to students as an alternative observation tool.

The evidence template should ideally be half a page to one page long (maximum 2 pages), or an audio or video recording of up to 3 minutes, in which you may or may not appear. Additional documents, such as a session plan or tutor report, can be included as annexes. The self-evaluation form must be attached within the same document. If you wish to take photos or audio recordings of students, make sure to first obtain permission from your mentor teacher (MAT).

Your evidence must include:

  • The chosen skill (1, 2, 3, or 4).
  • The evidence template.
  • The attached self-evaluation form where you highlight the level of competence you believe you have achieved.

Please ensure your submission addresses the following items:

  • Description of the context.
  • Observed elements and reflections on the situation, supporting your evidence development.
  • Ability to transfer the analysis of the experience to other professional scenarios related to the chosen theme.
  • Creativity of the evidence and its connection to the community of peers.

Please check with your home university for credit recognition.