behaviors. Often teachers show empathy when they label a student’s feel-
ings. This response communicates that the teacher hears not only the stu-
dent’s idea but also the emotions underlying it. Here are some examples of
empathic responses:
•“You’re confused because those directions were unclear.”
•“You’re frustrated because you didn’t get a chance to share your
idea and you’d like us all to take turns. That requires patience. It’s hard
to wait when you’re eager to share.”
•[A student enters the room and slams a workbook on a desk.]
“You’re really upset today. Did you have difficulty with that assignment?”
Responding empathically can be important because many students
come to school from dysfunctional, impoverished environments. The
emotions and feelings they bring to school affect their learning and
motivation. Empathizing does not mean a teacher condones acts of
aggression or destructive behavior. Empathy simply means the teacher
acknowledges both emotion and cognition.
Clarifying.Paraphrasing and clarifying are similiar in that both kinds
of responses reflect the teacher’s concern for fully understanding the stu-
dent’s idea. Clarifying signals that the teacher cares enough to want to
understand what a student is saying. While paraphrasing, the teacher can
demonstrate understanding. Clarifying, however, means the teacher does
not understand what the student is saying and needs more information.
Clarifying is not meant to be a devious way to change or redirect what
a student is thinking or feeling. It is not a subtle way of expressing criticism
of something the student has done. It is not a way to direct the student’s
attention to the “correct answer.” The intent of clarifying is to help the
teacher better understand the student’s ideas, feelings, and thought
processes. Clarifying assists the teacher’s understanding and also sharp-
ens the perceptions and understandings of the student. (See also “Think-
ing and Communicating with Clarity and Precision” in Chapter 2.)
Clarifying that is preceeded by a paraphrase helps make clear that the
probe for more detail is for understanding, not judgment or interrogation.
Clarifying contributes to trust because it communicates to students that
their ideas are worth exploring and considering; the full meaning of those
ideas, however, may not yet be understood.
Creating “Thought-Full” Environments 111