I’m re-posting my most useful posts from the first six months of this year.
A scalable empathic-mindset intervention reduces group disparities in school suspensions is a new not-behind-a-paywall study that could offer an intervention schools might want to considering trying out. It’s written by JASON A. OKONOFUA and his colleagues.
Basically, middle school math teachers spent a little more than an hour reading about research highlighting the value of thinking about – and listening to – students’ perspectives and the importance of relationship-building, along with reading short essays by students sharing how individual teachers had made an impact on their lives. Then, teachers were asked to share ideas on how they now develop relationships with students and what they could do in the future.
That’s a very rudimentary description, but you can read more at the paper, and also see excerpts from the materials the researchers shared with teachers here. If found that here.
In addition to the excerpt at the top of this post, I was particularly struck by this line in the abstract:
…reductions persisted through the next year when students interacted with different teachers, suggesting that empathic treatment with even one teacher in a critical period can improve students’ trajectories through school.
I can’t see anything negative coming from a professional development session like this, and it certainly would be more valuable than what a lot of us have to deal with when it comes to district-dictated PD.
I’m adding this info to The Best Resources On The Importance Of Building Positive Relationships With Students.