The Missouri Reader Vol. 36, Issue 1 | Page 67

Teachers in compassionate classroom
communities are central in establishing the
learning environment; however, they do so
without displaying a need to control every
element of student learning. These classroom
teachers can best be described as facilitators of
learning. They empower students to take control
of their own learning, to learn from each other,
and to assist struggling peers. Most importantly,
students in these classrooms are motivated to
learn and feel safe and supported in taking
academic risks. Since the focus is on the student,
compassionate classroom teachers see their
primary responsibility as finding the best teaching
method, technique, strategy and intervention that
enables each student to learn.
Equally as important as academic achievement,
compassionate classrooms are havens for the
maintenance of the personal growth and social
well-being of students. If difficulties arise in the
life of an individual student or an issue affects a
number of students, the teacher recognizes this as
a learning opportunity and immediately responses
and seeks a resolution.
I recently spent time in a compassionate
kindergarten classroom community. On my first
visit to this classroom children were scattered
about the room, journals in hand. Some were
conferencing with the teacher, some were sharing
their writing, while others were helping their
peers to improve upon drafts of a writing piece.
Immediately, I sensed that I had entered a
stimulating classroom environment that inspired
children to learn. This kindergarten classroom
embodied children who came from a variety of
cultural experiences, family compositions, and
socio-economic backgrounds; however, they
functioned as one cohesive and effective learning
unit.

Compassionate classrooms and RTI
Many children today are experiencing
unprecedented challenges that make it difficult
for them to become active and engaged learners
and to develop the proficiencies needed to
achieve academic success. Frequently, these

students are unmotivated and disengaged
learners, and therefore, less likely to benefit from
Response to Intervention.
Reasons for establishing compassionate classroom
when implementing RTI for at-risk struggling
readers are as follows:
At-risk struggling students learn best when
academic skills are supported with
interpersonal approaches.
Learning environments are the critical factor
in student motivation for reading and
learning in general.
At-risk struggling readers are motivated to
improve their skills in classrooms where they
believe the teacher cares about them.
Even small gains in reading produce an
increased intrinsic motivation for purposeful,
socially interactive and engaged reading
(Guthrie, 2004).
When students are motivated readers, they
not only read more but they also learn more
when they read (Allington, 2012).
When teachers listen to the opinions and
perspectives of students, the students‘
academic and social well-being improves.
Students understand that they are an
important element of a community of
learners; responsible to participate in their
own education as well as the education of
his/her peers.
Students see themselves as unique and
special, and acknowledge that the teacher
cares about them as a person, not just a
student.
It takes both teachers and students to create a
compassionate classroom community. Students
in these classrooms are valued for who they are,
experience a sense of belonging, understand
others‘ feelings and needs, and are ready to take
on the day‘s academic challenges. By
transforming the typical classroom from a place
comprised of student participants to confident
students who are more alert, self-aware,
optimistic, motivated and focused, at-risk
© The Missouri Reader, 36 (1) p.67