NAME CHANGED 6/21/2011
PREVIOUSLY CALLED: ʻRealizing Your Personal Best: Empathetic Communication For Teachers.ʼ
COURSE TITLE:
EMPATHETIC COMMUNICATION FOR TEACHERS:
Realizing Your Personal Best
NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
JULIE BORA, M.S.T.
ask4jam@gmail.com
50
50
COURSE DESCRIPTION:
th
Stephen Coveyʼs perennial classic, The 7 Habits of Highly Effective People is celebrating its 20 year in
print. Though the entire book is worth studying, this course for K-12 educators focuses on one of the two
habits most essential for an effective teaching repertoire: Principles of Emphatic Communication - Habit
#5. Communication is the most important skill in life. Though most people are literate and many are
successful public speakers, honing the ear of understanding remains an underdeveloped yet vital art for
teaching success. The number one obstacle to communication is people do not listen. They evaluate
while they are listening and immediately begin to compose a response from their personal frame of
reference. If your hope is to interact more effectively with your students, colleagues, and loved ones, then
this course provides an opportunity to sharpen your listening skills to inspire openness, trust and deep,
authentic understanding of the spirit and genius of those with whom you communicate most frequently.
Required reading materials can be obtained from Amazon.com for $10 - $25 depending upon whether
they are purchased new or used.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. Become more astute observers of spoken and body language communication.
2. Become more aware of their basic assumptions concerning listening.
3. Explored Coveyʼs Emphatic Listening Habit # 5.
4. Practiced or shifted their listening skills to a focus with intent to understand.
5. Developed a listening awareness free of autobiographical referencing.
6. Applied the information acquired in actual listening situations.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participants their choice of 50 Washington State Clock Hours or 50 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
Empathetic Communication For Teachers
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UNIVERSITY QUARTER CREDIT INFORMATION:
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION:
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editors, brochures and/or Web pages) may be submitted as substitute assignments with
the instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your paper by their actual names, but
rather use an alias or designation such as “Student A.”
REQUIRED TEXT:
• The 7 Habits of Highly Effective People (ISBN 0743269519)
Available from Amazon.com for $10 new or $5 used, plus shipping.
•
The 7 Habits of Highly Effective People- Personal Workbook
Available from Amazon.com for $11 new or $6 used, plus shipping.
MATERIALS FEE:
• None
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Empathetic Communication For Teachers
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
“Listening With Your Eyes” Exercise
Pick an unfamiliar video or try one from the list in the Bibliography. Select a scene that provides the
opportunity to observe two people in conversation, and turn off the sound. Just watch their body
language: facial expressions, gestures and posturing, for example: Is there constant eye contact? Are
arms and legs crossed? Do men use different expressions from women? Reflect upon if any of these nonverbal cues are specific to a culture? See if you can guess the emotional state and true intentions of each
individual that might not come across in words alone. Record your thoughts.
Now watch the same scene with sound. Take notes as you listen for: tone of voice, the purpose of the
communication, its main points, how each point is proven or validated, how each point is illustrated or
applied and how it is valued.
In a 1-2 page report, discuss your observations. Analyze the communication: What did the typical facial
expressions, gestures and posturing, the non-verbal cues, reveal about the true intentions and emotions
of the people? Did the body language support their words? Did speaking improve communication? What
impact did the tone of voice have on the communication? Did the people reach mutual understanding?
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #1ʼ.
Assignment #2:
In the text, read pages 185-203 concerning Building Emotional Bank Accounts. To deepen your
understanding, complete pages 84-88 in the Personal Workbook.
In a one (1) page paper, describe ways to share the concept of emotional bank accounts with others in
your professional situation.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #2ʼ.
Assignment #3:
Read pages 236-259 in the text. Write a short 1-2 page summary of what you found most compelling, why
it caught your attention and describe other personal reflections you had while reading.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #3ʼ.
Assignment #4: Autobiographical Responses
Complete pages 102-106 in the Personal Workbook.
Drawing from any or all of the three basic skills suggested in The 7 Habits of Highly Effective People
Personal Workbook page 109, create an action plan to practice your listening skills with someone you
interact with on a routine or daily basis, preferably someone in your professional setting such a student or
colleague. Put aside your own autobiography, quiet the voice in your head and seek to understand from
the other personʼs frame of reference. Follow your plan for a week recording your daily observations and
reflections. In a 1-2 page narrative or audio tape, describe your plan and report on your progress and
challenges.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #4ʼ.
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Assignment #5:
Journey from being self centered to centered in the self
Read pages 109-114 in the Personal Workbook.
In a 1-2 page paper, describe how you might adapt this information for use in your classroom or
professional setting. Be specific; identify the setting and the topic. Guidelines on page 115 may be of
assistance.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #5ʼ.
Assignment #6:
Consider your school/district staff development activities. How does your school/district rate on creating a
good listening climate for teachers? What additional suggestions would you make? What are some ways
to encourage better listening? Write a 2-3 page summary of your thoughts and perspective as it pertains
to this course.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #6ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor
community-based learning), or with students in another teacherʼs summer classroom in session.
Assignment #7:
(Required for 400 and 500 Level)
Discuss in a 2-3 page paper one particular Action Step you are willing to plan and implement in your
professional situation based on what you learned from Assignments #1-6. Please use the following
outline:
• Name of Action Step
• Background statement of issue or problem to be solved, including a description of your teaching
situation and a timetable outlining when the plan will be introduced
• A statement of learning outcomes
• Describe the project, adaptation, methods or program
• Explain how you will assess and include any rubric.
• Implement your plan
• Summarize what worked well and identify areas for improvement.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #7ʼ.
Assignment #8:
(Required for 400 and 500 Level)
Read a book from the bibliography or one of your own choosing (with instructor approval).
Once you have read the book, respond to the following questions in a one (1) page paper:
• Identify a concept from the book that will help enhance your emphatic listening skills
• Share one specific area of learning that was new to you.
• If you were to share this book with another person, who would that be and why?
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #8ʼ.
500 LEVEL ASSIGNMENT
Assignment #9:
(500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A)
In a 1-2 page paper synthesize your learning from this course by reflecting upon the following statement: “
A truly social interaction occurs only if the contact is not used primarily for us to experience ourselves, but
if it is used to really get to know the other person.”
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #9Aʼ.
OR
Option B)
Another assignment of your own design, with the instructorʼs prior approval.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #9Bʼ.
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C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #10: (Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper responding to these 5 questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: ask4jam@gmail.com. Subject line to read ʻEmpathetic #10ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Julie Bora, M.S.T., has been active in educational renewal since the early 90ʼs. Recently she is
interested and engaged in polishing up her emphatic listening skills when reviewing coursework for
Heritage courses, such as this one! In addition to a M.S. in Teaching degree from State University New
York – Plattsburgh, Julie earned a B.S. in pharmacology/biology from the Philadelphia College of
Pharmacy and Science.
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EMPATHETIC COMMUNICATION FOR TEACHERS
BIBLIOGRAPHY
SUGGESTED VIDEOS
FRANCES
SOME LIKE IT HOT
MRS. DOUBTFIRE
FORREST GUMP
MIGHTY APHRODITE
OCEANS TWELVE
MON ONCLE DʼAMERIQUE
RELATED BOOKS
Cantor, Lee, Classroom Management for Academic Success, 2006, Solution Tree: Bloomington, IN.
In this classroom management guide, Cantor puts active listening skills that build trusting relationships
into an educational context. By using many examples he explains in a detailed and logical way how
teachers may change habitual listening responses to promote appropriate responsible classroom
behaviors. This book flows well and is user friendly.
Carnegie, Dale, How to Win Friends and Influence People, 1998, Pocket Books: New York, NY.
The other side of the listening equation is speaking. With anecdotes of historical figures, leaders of the
business world, and everyday people, Carnegie illustrates fundamental principles for dealing with people
so that they feel important and appreciated. Though written many years ago, this is an awesome book
that is still relevant today.
Covey, Sean, The 7 Habits of Happy Kids, 2008, Simon & Schuster: New York, NY.
In this book Sean Covey has interpreted his fatherʼs work for the Pre-K-3 crowd. In a well-written and
illustrated story, each of the 7 habits is introduced by the animal inhabitants of 7 Oaks. Through the
stories children learn how to build desirable character traits and be proactive by solving problems through
responsible planning.
Covey, Sean, The 7 Habits of Highly Effective Teens, 1998, Fireside: New York, NY.
Using real life stories, Sean applies the same principles from his fatherʼs book to discuss good habits of
middle and high school age students. Sean poses questions aimed at getting teens to identify and correct
undesirable habits such as poor listening. He emphasizes that a teen must be a good listener in order to
influence people. Although aimed at teens this simple, easy to read book offers tools of transformation to
teens and adults alike. I would not recommend it as required reading for teens, but use the concepts as a
guide, a resource for instructional planning.
Covey, Stephen, The 7 Habits of Highly Effective People, 2004, Free Press: New York, NY.
A classic. If you donʼt already own it, youʼll be delighted. The material is very relevant.
Van Den Brink, Margreet, More Precious Than Light, 1996, Hawthorne Press: Hawthorne, NJ.
This book shows how dialogues can transform relationships and build community; how real meeting and
healing conversations take effort. With helpful insights into building relationships, the book shows how
true encounter can be fostered in dialogue.
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