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The qualitative data that I collected and analyzed allowed me to confirm some previously
postulated theories, find differences between affective dimensions of K-12 and Higher Education
classrooms, and develop some preliminary ideas covering my interpretation of empathy. This
study was confirmatory in some regards. It confirmed that the self-awareness and self-
in K-12 environments as in Higher Education. My research also shows that, like in Jennings and
Greenbergs prosocial classroom model, healthy student teacher relationships, a good classroom
environment, and teacher well-being is critical to effective student learning. In fact, this study
suggests that the self-management levels of adult ESOL instructors may actually be higher
because like Marian mentioned earlier, teachers tend to carry the emotional burdens that impact
their students.
Empathy. Throughout analyzing the data I found the overarching theme that emerged
from this study to be empathy. All major coded elements of the affective dimensions addressed
by the adult ESOL professors in this study came from a place of putting themselves in their
learners shoes. I have conceptualized empathy in the following way after my data analysis.
Empathy
Create materials
incorporating student Self-care practices &
Student-student Personal reAlection
knowledge and experience
This three-pronged approach to empathy represents the different ways in which I saw
empathy manifest internally and externally in adult ESOL instructors. The data suggests that
adult ESOL instructors value the three above components of empathy in their teaching practice
and classroom. Further, it seems that in order to achieve holistic adult ESOL education all three
elements of empathy need to be present in order to adequately address the multitude of affective
dimensions in the adult ESOL classroom. The findings of this study suggest that the adult ESOL
instructor participants feel incorporating the above dimensions of empathy into adult ESOL
education. The quotes discussed in earlier sections detailed specific internal and external