S
T he question must have triggered something within my core values. Even though the interview was 18 years ago, I can remember the setting, the faces around the table, what I was wearing and the feel of my heart beating when the question was asked.
Can a principal be too empathetic?
em pa thet ic (adjective): Understanding another's feelings; the ability to identify with and understand somebody else's feelings or difficulties
I answered, "No."
This week I was gifted with the opportunity to be the “Not So Undercover Boss” in Sheerie Slatton's classroom at Westwood
Elementary. We began our time together on the playground where smaller busses entered and came toward us. Some students carefully walked off the bus while others went from their secured seats to a wheelchair. We wheeled their chairs over to the lift and lowered them to the ground.
I had the privilege of taking one student from the bus into her classroom. Keli spoke with her eyes and smile. I found myself remembering early days of parenting with Hans and Anna . . . pointing out everything that we were walking by, stopping at a bird's nest to listen to the babies. When we arrived in the classroom, I removed her coat and blankets and prepared her for morning stretching exercises. After a training session, I assisted in lifting her from her chair to the floor. We had a great time counting each stretch movement. Her eyes danced and she smiled the whole time. Following exercises, she was able to view live shots of an eagle's nest. This has quickly become her favorite activity.
I then watched Sheerie work with Sasha. She was learning her colors. Sheerie used a clear plastic board where she clipped a square of the color red on one side and a square of the color white on the other. She asked Sasha to use her eyes and look at the color red. Oh, the amazing ways these kids communicate!
While Sasha was learning her colors and Keli was watching the eagles, I focused my time with Jacob. We worked on fine motor skills of using a pencil and writing letters and numbers and first/last name. His favorite activity was to create connect-the-dot pictures. At the beginning of his time of working with Sheerie and kindergarten teacher, LeeAnn, he was a non-reader. Sheerie said his progress dramatically changed this year. During my time of working with him, Jacob read a Berenstein Bear book.
Jacob keenly watched my behaviors and listened to my words, repeating much of what I said. I quickly understood this was a key to his learning.
During my time in this amazing classroom, I saw many adults who showed a high degree of empathy in order to help each child learn skills at their highest possible level. I believe it was the way that they demonstrated their understanding of their students.
This enabled students to achieve at their highest level.
Even though I helped to craft our mission statement of All Students Achieving at
High Levels , after my visit with Sheerie's kids, I found myself better understanding what All truly means. It IS so important to be able to identify with and understand somebody else's feelings or difficulties if we are truly going to make this vision come alive for each and every one of our 4200+ students . . .
empathy . . .