Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Explore: Practising empathy

30 minutes

Discover: Practising kindness

15 minutes

Thrive: Practising self-compassion

Explore: Practising empathy

Step 1

Watch the video:

Sympathy vs Empathy (https://www.youtube.com/watch?v=KZBTYViDPlQ)

then facilitate a class discussion.

Use the following questions to promote discussion:

What is the difference between sympathy and empathy?
Why is it important to know the difference?
Can you think of any examples where you have experienced sympathy/empathy? Which did you prefer and why?

Provide the following explanation to assist their thinking:

When we practise empathy, we try to understand another’s thoughts, feelings and experiences. Not only does this help us gain insight into what someone else may be going through, but can help us become more self-aware and accepting of our own challenges.

Step 2

Explain that empathy is a skill; sometimes, it can develop naturally, but often, it is learned through practice. Add that certain factors or conditions can help someone practise empathy, such as having been through a similar experience or being connected (friendship, family, etc). Ask students to reflect on whether they find it easy to practise empathy and encourage them to share their answers with a partner.

Step 3

Ask students to fold a piece of paper in half to create 2 columns, then title one side ‘helps’ and the other ‘hinders.’ Encourage them to work in small groups to devise a list of factors that help and hinder someone from practising empathy.

Examples:

Helps: active listening, connection/relationships, having experienced similar challenges, having experienced hardship
Hinders: poor listening, bias, prejudice, stereotyping, mistrust, egotism, lack of understanding, lack of connection

Step 4

To wrap up, reiterate that practising empathy is a skill that can be developed over time and that it’s okay if it doesn’t come naturally. If there are students who believe it’s something they struggle with, reassure them by letting them know the next activity will give them opportunities to practise.

Discover: Practising kindness

Step 1

Watch the video:

Science of Kindness (https://www.youtube.com/watch?v=O9UByLyOjBM)

then facilitate a class discussion to debrief the key concepts.

Use the following questions to prompt discussion:

What has been scientifically proven about kindness?
Why is being kind so important?
What are some ways that you can show kindness to others?
What about ways you can show kindness to yourself?

Step 2

As a class, brainstorm a list of practical and realistic random acts of kindness that students could carry out to demonstrate kindness and/or empathy. This could be for peers, family, friends, teachers and the wider school community. For example: holding the door open for someone, giving a genuine compliment, or actively listening to someone who is going through a hard time.

Step 3

Provide students with a Bingo template and ask them to fill it in using the brainstormed answers. Each blank spot should be filled in with one random act of kindness.

Step 4

Set a challenge for students to complete 1 line of their bingo cards during the lesson. Give students 5-10 minutes to get to work. They should move around the room and attempt to complete 1 full row vertically, horizontally or diagonally on their bingo card. When completed, facilitate a class discussion.

Use the following questions to prompt discussion:

How did it feel to carry out an act of kindness?
How did it feel to be on the receiving end?
What did you notice about the room during this activity?
What did you notice about your peers and yourself during this activity?
Why do you think we have focused on developing kindness today?

Provide the following explanation to assist their thinking:

By completing this bingo card, you have practised kindness and empathy while promoting positive relationships with others. It is important to remember that kindness can lead to greater self-acceptance and can promote positive feelings towards yourself and others.

Step 5

In pairs, students should review their bingo cards and discuss how they could ensure they achieve a ‘full house’ (completing every box on their card). Invite pairs to share their ideas with the class and decide on a way to celebrate those who carried out every act.

Teacher note: You could create a wall display of completed bingo sheets to remind students to regularly practise kindness.

Thrive: Practising self-compassion

Step 1

Announce that students will play a game to list as many acts of self-compassion as possible. Organise students into groups of 6 and read out the following instructions:

The aim of the game is to compile a list of self-compassion acts within 5 minutes; the team with the longest list wins.
Each team member will be required to give 1 answer at a time. If they repeat an answer or cannot think of one, they must remove themselves from the game.
1 person will be the scribe for the duration of the game (they will need a pen and paper to record everyone’s answers). This person cannot contribute answers or show the team what’s already been said. If a team member repeats an answer or is taking too long, it’s the scribes’ job to notify them that they are out.
After 5 minutes, the teacher will call time, and the team must add up their score (1 point per answer).
If the team runs out of players/answers before time is called, they must sit in silence and/or listen to the answers given by other groups.

Step 2

Celebrate the winning group and compile all the answers to create 1 giant class list. Before handing out the Bingo template, discuss the answers to ensure everyone understands the concept of self-compassion and agrees with the acts that have been identified.

Step 3

Invite students to fill in the Bingo template the same way they did for the previous activity - only this time, they’ll be expected to carry out the acts on themselves. Encourage them to draw ideas from the class list as well as their own.

Step 4

To wrap up the lesson, provide each student with the worksheet, Self-compassion Scenarios. Working in small groups, ask them to identify an appropriate act of self-compassion for each scenario. To challenge their thinking, you may suggest they only use acts they’ve added to their bingo sheet so they can evaluate when they are most likely to use them.

Self: Practicing Empathy, Kindness and Self-Compassion

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Summary

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UN Sustainable Development Goals

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