Selection of outstanding schools
3.3 Selection of outstanding schools
In order to enable concluding decisions for the sake of prize allocation, a special algorithm was developed to quantify the relative weight assigned by each assessor to the original components of empathy—decree and application (Empathy Ratio of decree = ERd; see an exemplification of moral ration, using the same algorithm, in Wolf, 2001): The independent weight of decree (D) and the sum of the independent weights of decree and application (D + A), as represented by equation (1). It derives from equation (1) that the relative weight of application (ERa) = 1- ERd, and that the values of both statistics—ERd and ERa should range on a 0-1 scale.
ERd = D/(D + A) (1) The assessors’ values of ERd in each of the 31 schools at the top category of empathy were screened. An impressive balance was found in one of the elementary schools: Among the teachers, 4 of the 6 sets of four ratings each resulted in ERd score of 0.5 (thus ERa = 0.5 as well), i.e., a perfect balancing between decree and application. In two other schools, the relative weight assigned to decree by four assessors was 0.55, i.e., a nearly perfect balancing. Surprisingly, a noticeable preference of decree was found among pupils (ERd = approximately 0.7)
Educational figures as models for empathetic communication at school: An exploratory examination of an integrative assessment model
while teachers tended to balance the weight of decree and application. The following statements made in the former school are brought to illustrate the clients’, i.e., pupils, approach (free translation from Hebrew): (1) “I have graded her highly since she is helping and listening”; (2) “… if someone is doing something wrong she is not yelling, but rather attempts to understand what happens”; (3) “It is fun being with her, and talking to her about issues which are unspoken at the class”.
Similar verbal assessments typify the same-school teachers’ comments: (1) She keeps discipline in class without being tough, (she) always willing to help, attentive”; (2) “… knows how to combine practical education with fair treatment of pupils”; (3) “she represents a non-violent problem solving approach; she is an educational model for children. She is very empathetic”.
A similar picture can be seen in another school. Pupils: (1) “… She treats us like a friend … she is helping us … everything we tell her and she tells us”; (2) “… she is relating to us, has a good impact on us, helping us and encouraging us to do … for the improvement of the atmosphere at school”; (3) “she is not patronizing us … always smiling and comes toward us. If I have a problem I go to her and she tries to solve it. She speaks with us nicely and respects us”. Teachers: (1) “She gives beyond her formal task. She cares about everything … she gives
a personal example”; (2) she has a relaxed personality … She is empathetic ... She understands problems”. In accordance with these descriptions, the related educational figures were rated highly in the quantitative part of their evaluations (Empathy Ratios). Both schools were awarded by Rabin Centre. An elementary school from the Arabic sector and a Jewish high school were awarded with a secondary prize. In both schools, the attribution of empathetic approach to the related educational figures was reflected in high scores on the original (preliminary) scale and an impressive balancing of decree and application.