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dc.contributor.authorCreer, Adrienne
dc.date.accessioned2020-03-17T22:23:30Z
dc.date.available2020-03-17T22:23:30Z
dc.date.issued2020-03
dc.identifier.urihttp://hdl.handle.net/20.500.11803/865
dc.descriptionProfessional development research on social emotional learning and empathy practices in primary grade setting.en_US
dc.description.abstractIncreased empathy in education settings is linked to increased student success in social-emotional as well as academic learning. It is also linked to a reduction in bullying and negative peer interactions between students. In order to learn more about building empathy through modelling, I planned to examine the impacts of practicing empathy and mindful behaviors and reflect on my growth and impact on students and the classroom environment. In this professional development study, I observed and practiced mindful behaviors and modeled feelings-language in a first-grade classroom. I found that I could build trust and a positive classroom environment through practicing and modelling empathy. My skills and confidence as a new teaching professional grew and led me to identify plans for creating systems to provide and monitor social-emotional learning experiences in my future professional endeavors in elementary education.en_US
dc.language.isoenen_US
dc.subjectElementary educationen_US
dc.subjectSocial emotional learningen_US
dc.subjectEmpathyen_US
dc.subjectSELen_US
dc.subjectMindful behavioren_US
dc.titleIncreasing empathy in a primary grade classroomen_US
dc.typeAction Researchen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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