Abstract
This article reports how relationally effective elementary teachers display empathy in their classroom. Teachers’ filmed their practice and nominated vignettes of teacher empathy. They also recorded thoughts, feelings, and actions in a diary. Using phenomenology methods, the teachers’ empathic practice was analyzed. The results show these teachers are motivated to know and connect with students; are in tune with what student’s think and feel; use collaboration and operate as a team; follow-up to display high levels of social and emotional support; and model “I have empathy”. The study calls for training and skill development to enhance behaviors for empathic engagement.
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