Radical Empathy In The Private Studio

Barba approaches the topic with this gem of a summary, “Sometimes, students will enter your studio room as less-than-perfect versions of themselves. They may be having trouble at home, feeling stressed about classwork, or ruminating on something a friend said. When students have a difficult day, their attention and confidence can be muffled, which impedes their learning. Instead of struggling through an ineffective lesson, it may be valuable to consider taking a few minutes to work through your student’s emotions to revive their motivation and confidence” (p. 19).

From Barba’s student perspective, “Learning under open, welcoming teachers helped [her] be more present and motivated in lessons and at home” (p. 19). Similar to Maslow's Hierarchy of Needs, Barba recognizes the need for students to have a sense of security and understanding from educators/others before Self-Actualization. Barba goes many steps further to encourage educators to identify their students’ emotional state and offer empathetic responses. This establishes trust among educators and learners. Next, Barba recommends educators to use Objective Language by offering to help based on the learner’s situation rather than placing blame or shame on the learner. Barba also addresses angry or unruly students by citing cycles of behavior outside of the studio being projected in the studio. Barba summarizes her Reassurance approach by writing, “With kindness and a refusal to argue with students, we show them that their emotional needs can be met without conflict” (p. 21).

Students become more engaged when educators are able to help their students overcome emotional challenges. Barba recognizes the power of taking a supportive role as an educator and helping students see that we are on their side. Barba suggests reaching out to local resources (i.e. local youth programs, social skills groups, state Department of Mental Health programs, etc.) when we are unable to address the emotional challenges students face. At the risk of overstepping students’ parent’s perceived boundaries, Barba writes, “we must accept that our students’ well-being is more important than our reputations” (p. 22).

Barba suggests that by using an empathetic approach to teaching, educators can have a generational impact. A course correction from the teacher-centered oppressive approach (widely accepted in the 20th century and prior) to a more compassionate approach. Today’s parents, children, and educators are of a different generation facing new challenges. It makes perfect sense that we also change our approach and ways of helping our students.