Implementing

Now I Know In Schools

Creating Opportunities for Empathetic Interaction

Today’s complex, technological world has made curtailing or diminishing bullying and its effects a far more challenging task than ever before. Cyberbullying and an increase in off-site incidences have made the implementation and creation of anti-bullying curricula difficult for educators who are made increasingly less aware of the climate within their own classrooms. While there are several theories explaining the new severity of bullying, one that stands out is a spike in narcissism and a severe decline in empathy among American students. If empathy and empathetic interactions are on the decline, it can be inferred, then, that happiness, kindness, stress control, relationship building, and certain professional skills are also declining.

 It is imperative that educators and parents allow for opportunities for empathetic interactions and responses. Human connection is more conducive to finding commonalities and recognizing emotions, but children are spending more and more time looking down and participating in technology-based, meaningless communication. The Now I Know: A Lesson in Empathy program aims to increase the incidences of  empathy-driven interactions among elementary school-aged children, while also providing other benefits to both students and educators.

Intended Benefits

The Now I Know: A Lesson in Empathy program intends to provide the following benefits when properly implemented in an age-appropriate classroom setting:

  • Increase in empathetic interactions

  • Increased opportunities for face-to-face human contact 

  • Increased expressions of kindness 

  • Decrease in the development of classroom “cliques”

  • Decreased feelings of isolation among students

  • Increase in classroom unity

  • Improvements in active listening skills

  • Improvements in writing, literacy, and storytelling abilities

  • Ability of the educator to spot writing and comprehension issues

  • Ability of the educator to identify children who are participating in bully-like behaviors

  • Ability of the educator to identify children who are experiencing stress, trauma and other difficulties

  • Ability of the educator to gain insight into the interactions and narrative of their classroom

For inquiries

please contact Mary K. Stevens

786 - 488 - 0089 | marykeifstevens@gmail.com

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© 2020 by Mary Stevens