EDUC 9F21 Practicum Assignment:
Building Empathy and Kindness in the classroom through Storybooks
June. 19th, 2019
By: Yuen Ting (Angel) Yeung 
Rationale
Kindness, along with honesty, gratitude and hope is identified as one the most valued character traits in North America (Karris & Craighead, 2012; Park, Peterson, & Seligman, 2004; Binfet, 2015). Research has shown that fostering kindness in young children is positively linked to physical and emotional benefits. Kindness is significantly related to happiness (Layous, Nelson, Oberle, Schonert-Reichl.,& Lyubomirsky, 2012). Parents also put more emphasis on making sure that their children are "being good" at school and being kind to people around them (Diener & Lucas, 2004; Seligman, Ernst, Gillham, Reivich, & Linkins, 2009; Wang & Tamis-LeMonda, 2003; Binfet, 2015). However, schools in North American are facing more challenges to make sure students are showing kindness to their peers. Scientific research shows that adolescent in American is now 40 percent less empathetic than they were thirty years ago (Konrath, 2010). While students nowadays are getting smarter, they are also being increasingly self-centered, competitive, individualistic, sad, and stressed compared to the older generation (Borba, 2018).
Having students with no compassion and empathy has caused numbers of challenges for teachers to engage students in day-to-day learning. As a substitute teacher in the CBE system, I have worked in more than 60 classrooms. I have been to many classes where kids were mean to each other, and this has made my job as a teacher very challenging. I felt like a failure when other students verbally attacked a child in my classroom. To my surprise, I found that many students often didn't learn how to treat each other nicely. They also did not value kindness in the school.
At the beginning of the year, I also had the chance to teach Grade 3 for two months. During this period, I had a tough time trying to keep all the students nice to each other. I found that students often struggle to use kind words to express their feelings to each other. They also did not know how to resolve a social problem with their peers. I have heard students calling each other names. I also have witnessed students pushing each other out of anger. I also had to train students to share and take responsibility for their actions. A lack of empathy and compassion was one of the biggest problems in my classroom. I felt strongly that students nowadays need to be educated on how to show kindness and compassion to each other.
As teachers, we often focus a lot on academics. We are so busy making sure that our students at grade level, and achieving all the learning goal that we forget to make sure they learn how to be kind to each other. I have to admit, training and teaching students to be kind to each other is a lot of effort. However, I feel an obligation to educate our students, so that they can become a better person when they grow up.
I plan this collection of books and lessons for this project to share with my colleagues here in this course. I hope you will use this resource to remind your students that we need to be kind to each other.
Overview
This project consists of ten storybooks that linked to the theme of kindness and empathy.
Inquiry Questions
Can students learn how to show kindness and empathy to each other through reading storybooks?
Participants
I will present this project as a learning unit for students. I am drawing my experience from teaching third grade when I am designing this project. Therefore, the target population of this project will be students in Grade 3-4.
Curriculum connection
Since I am currently working in Calgary, my project will be based on Alberta Program of Study. I will be using the Language Arts Curriculum, Social Studies Curriculum, and Art/Music/Drama Curriculum to present my project.
Teaching process
The ten storybooks and corresponding learning activities will be presented in the classroom in a particular order to enhance students' learning. There will also be a diagnostic assessment, formative assessment, and summative assessment for the teacher to collect findings from students to reflect the learning process.
Most of the reading will be presented in the classroom through the form of read-out-loud. Students will be expected to participate in discussions of storybooks before, during, and after reading. Students will also make text-to-text and text-to-self connection throughout reading. Students will also be practicing several literacy skills throughout reading. These literacy skills are visualization, summarization prediction, and respond to different types of questions.
Differentiation
ELL: Students who just started to learn English can use Google translate to help them understand the meaning of the words. ELLs will be given words in advance so that they can use technology to translate the meaning of the words first, then have the group lessons with the class later. To enhance students’ understanding of certain descriptive words, students will use a personal dictionary to record certain words and draw pictures to improve their knowledge. After the group lessons, the teacher will have small groups lessons with ELL students to ensure they understand the main message for each book.
Classroom Technology
The teacher will use documentation camera to project each book on the Smartboard to ensure students can see the image in each book. Different forms of accommodation will also be provided to students with diverse needs. these accommodations include the use of technology, scribes, verbal response, powerpoint presentation, and the use of the recording .
Learning goals:
Students will understand the importance of showing kindness and empathy to people around them.
Students will learn useful ways to solve problems without saying mean things to each other.
Students will take the time to reflect on their actions.
Students will show compassion to people going through a hard time.
Classroom Application and Lesson Plans
Lesson 1: Different ways of showing kindness |
Before reading
Diagnostic Assessment
| The class will discuss the concept of kindness. Guiding questions: What does kindness mean to you? Why do we have to show kindness? Students' answers will be recorded on the chart paper to display in the classroom.
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Read-out-loud:Have You Filled A Bucket Today? McCloud, C., Lundgren, M., & Messing, D. (2006) | "Have You Filled A Bucket Today?" is a great intro book to the concept of kindness. According to the book, everyone in the world has a bucket. When you treat people nicely, you are filling up your bucket as well as others bucket. When someone is treating you poorly and making you sad, that person is dipping into your bucket and making you feel upset. The overall message of the book is that we need to consider others before we act. |
Curriculum expectations: | Fine Art: Component 10 (i) - PURPOSE 4: Students will express a feeling or a message. Concepts A. Feelings and moods can be interpreted visually. B. Specific messages, beliefs and interests can be interpreted visually, or symbolized. Component 10 (i) - PURPOSE 5: Students will create an original composition, object or space based on supplied motivation. Concepts A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually. Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies apply a variety of strategies, such as setting a purpose, confirming predictions, making inferences and drawing conclusions identify the main idea or topic and supporting details in simple narrative and expository passages extend sight vocabulary to include predictable phrases and words related to language use
Use textual cues 3.1 Plan and Focus Focus attention use self-questioning to identify information needed to supplement personal knowledge on a topic identify facts and opinions, main ideas and details in oral, print and other media texts
Determine information needs Plan to gather information |
During Reading | - When students are reading about Bucket Dipper, I will ask the class how does it make you feel when someone dips in your bucket? - Can you share one incident when someone (you cannot mention any names) have dipped into your bucket? How did you react to this situation?
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After Reading | -The teacher will use the Kindness chart that we created in class to compare and contrast ideas that students learn from the book. Sample guiding question: What are some changes that we need to make on our chart? What are some other ways you can do in your life to show your kindness to the people around you? What are some ways to recognize the bucket dipper around you?
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Learning activity | The teacher will guide students to set up the classroom “Bucket Wall” based on this web link https://www.pinterest.ca/pin/197102921169083407/?lp=true. Students will use art supplies that are available to them to decorate their bucket and post them on the classroom wall that is accessible to all students. Students will then use the “Bucket Filling sheet” from teacher https://zh.scribd.com/doc/60114532/Bucket-Filling-Slips. Students will use these slips to write a positive message to at least three students in the classroom and put the slips into different buckets. The teacher’s goal for this activity is to create a classroom routine that encourages students to praise and show kindness to each other. |
Assessment for Learning | Starting on this lesson, the teacher will introduce “The Kindness Journal” to the class. Students will be given a blank journal. Their job is to record their connection with each Kindness lesson. Students can also write about their wonders and negative experience in the journal to share with their teacher. The teacher will collect these journals once a week and comment on it to encourage students and collect data from the lessons. |
Lesson 2: Acceptance of others |
Read-out-loud: The Invisible Boy, by Trudy Ludwig | Brian was the invisible boy in his classroom. Nobody ever seemed to notice him or think to include him in their group, game, or birthday party. The kids were always very mean to him. This situation continued until a new kid comes to class. When Justin, the new boy arrived, Brian, was the first to make him feel welcome. Soon the two started to develop a strong bond and became friends.
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Curriculum Expectations | Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies Use textual cues 3.1 Plan and Focus Focus attention Determine information needs Plan to gather information |
Before Reading | The teacher shows the class the cover of the book and goes over the title of the book “The Invisible Boy.” Students then predict what the book is about as a group. Students need to pay attention to detail and look at the picture very carefully. -What makes the boy invisible? Does the boy have magical power? -Does the boy look happy playing by himself?
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During reading | Teacher engages students in a class discussion. Guiding questions: -Is it a better idea to be quiet and not cause trouble, like Brian, so you don’t take up space and often are invisible--even to the busy teacher? If yes, why? If no, why? -For special needs students: Do you ever feel as though your assistive devices or your movements or way of reacting to the lessons “take up a lot of space” and call attention to you? In what ways? How does the teacher respond to you, and how do the students? How do you cope?
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After reading | Students will be given a journal entry topic to glue in their Kindness journal. Students will write individually in their journals and share their thoughts in a class meeting. Journal question: Is it a better idea to be quiet and not cause trouble, like Brian, so you don’t take up space and often are invisible--even to the busy teacher? If yes, why? Support with at least three details. If no, why? Support with at least three details. |
Learning Activity | Teacher will conclude this book by challenging students to list and celebrate things they love to do alone and perhaps might also enjoy sharing with others. Students will write about these things in their journal to remind themselves to always be positive. |
Assessment | Students will be assessed by their participation in class. Teachers will also be checking their Kindness Journal for their quality of work and students’ thoughts on kindness. |
Lesson 3: Learn to love yourself |
Read-out-loud: The Name Jar by Yangsook Choi | Unhei arrived in the USA with her family from Korea. When Unhei comes to the United States she is very anxious about starting school. As she started school, her classmates had a very hard time pronouncing her name. They start making fun of her name which makes Unhei feel terrible.With the help from her friend Joey, Unhei learned to love her name and appreciate her culture.
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Curriculum Expectations | Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies Use textual cues 3.1 Plan and Focus Focus attention Determine information needs Plan to gather information Social Studies: 3.S.1 - develop skills of critical thinking and creative thinking |
Before reading | The teacher will split the class into three groups. Each group will be given a sheet a paper with the words “Family,” “Friendship,” and “Immigration” on it. Each group of students will brainstorm, discuss, and write down any thoughts, ideas, previous knowledge, or connections that you have relating to the topic on the chart paper. The teacher will tape the posters around the room. Students will do a gallery walk around the classroom to read what other groups have written on the chart paper. |
During reading | Guiding questions: -Why did Unhei not introduce herself on the first day of school? -Why did she get a jar full of names put on her desk? -Do you think that Unhei should use her Korean name or should she change it to an English name? Why or why not? -Would you change your name if it was unfamiliar to other people so that you could fit in with the group? -Would you change your name if you didn't like it? -Has someone ever mispronounced your name? If so, how did you feel? What did you do about it? -Do you know the meaning of your name? Was there a reason why you were given your name? -If you don't know, ask your family when you go home tonight. |
After reading | Students will pretend to be Unhei, in their Kindness Journal, they will write a letter to grandma to tell her how Unhei’s first week of school went. This activity aims to students’ empathy towards the main character. |
Assessment | The teacher will be listening to conversations between students to evaluate how well students understand the main themes of the story. Teachers will also be checking their Kindness Journal for their quality of work and students’ thoughts on kindness.
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Lesson 4: Understanding diversity |
Read-out-loud: French Toast by Kari-Lynn Winters | Phoebe, a half Jamaican, half French-Canadian school girl, hated her school nickname of “French Toast.” So she is mortified when out on a walk with her Jamaican grandmother, she hears a classmate shout it out at her. To make things worse, Nan-Ma, who is blind, wants an explanation of the name. Through talking with her grandmother, Phoebe soon learned to love her own identity and understand the diversity of her background. |
Curriculum Expectations | Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies Use textual cues 3.1 Plan and Focus Focus attention Determine information needs Plan to gather information Fine Art: Component 10 (i) - PURPOSE 4: A. Feelings and moods can be interpreted visually. B. Specific messages, beliefs and interests can be interpreted visually, or symbolized. Component 10 (i) - PURPOSE 5 |
Before reading | The teacher will provide art supplies and blank paper. Students will draw pictures of food/dishes that represent their own culture. Students will have around 20 minutes to draw. Students can also use iPads to assist their research on food. |
During reading | Guiding questions: - How would that make you feel when someone is calling you names based on your culture? -If you met someone from another culture, what are some polite way you can ask to get to know that person? - Should you be proud of who you are? |
After reading/Learning activity | Students will create a questionnaire in the classroom to investigate students’ background. After students create their questionnaires, they will circulate in the classroom and survey each other. Students will share with the class some interesting fact that they have found out about each other in the classroom. Students will also write a journal entry about what they have learned about cultural diversity and how they should treat people who are different from them. |
Assessment | The teacher will be listening to conversations between students to evaluate how well students understand the main themes of the story. Teachers will also be checking their Kindness Journal for their quality of work and students’ thoughts on kindness.
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Lesson 5: Let’s learn about manners |
Read-out-loud: Do Unto Otters: A Book About Manners By:Laurie Keller, Author | Students learn how to properly treat others and learn the importance of manner by reading this book. The visuals in the books also help students understand the importance of manner. |
Curriculum Expectations | Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies Use textual cues |
Before reading | Guiding questions: - How should you treat your good friend and neighbors? -How do good friends and neighbors speak to each other? -How would you treat your friends when you get upset at them? -Why is it important for people to be good friends and neighbors? -What happens when people do not care about others' feelings? The teacher will record students' responses on the whiteboard. The teacher will then guide students to identify bucket filling behavior and bucket dipping behavior to recap their learning. |
During reading | Students will be divided into different groups. Students need to work with each other to identify different manners that appear in the reading. Students need to record the names of different manner and explain them in detail with real-life examples to the class. |
After reading/Learning activity | Students will work in pairs to create a short commercial/ poster for the Golden Rule. The Golden Rule in the book is: "Do unto others as you would have others do unto you." Students need to use this rule as an inspiration for their poster or commercial. The aim of this activity is for them to spread awareness of this rule in the school. |
Assessment | Students will be assessed by the quality of work accomplished on their poster/ commercial project. The teacher will also be evaluating students’ level of kindness by observing how students work with each other in group situations.
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Lesson 6: Both sides of a story |
Read-out-loud: The Bad Seed By: Jory John | The Bad Seed tells a story about the life story of a bad seed. The bad seed was separated from his family from a very young age. He had to sleep on the street and had a very tough childhood. The bad seed used his harmful, aggressive behaviour as a defense mechanism to keep him safe on the road. This book is a great resource to help students to empathy other’s life and understand that the reasoning behind a negative behaviour. |
Curriculum Expectations | Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies Use textual cues 3.1 Plan and Focus Focus attention Determine information needs |
Before reading | Guiding questions: -This story is about a sunflower seed that everyone has decided, even himself, that he is “bad”. -What does being bad mean to you? What kind of behaviour are considered bad to you? -What does being good mean to you? What kind of behaviour are considered good to you? |
During reading | -I’m noticing that the seed talks about himself pretty negatively and other people are talking about him being bad too. How do you think that affects him? Do you think all of these behaviors make him a bad seed? (If a person did it, would they be a bad person?) -How could the other seeds around him have acted differently when he misbehaved? -How do you think the seed felt when he fell to the ground? When he was in the bag? |
After reading/Learning activity  | Resource link: http://theresponsivecounselor.com/2018/06/the-bad-seed-review-and-activities.html Students will work on this booklet with the image of “The Bad Seed.” Students will write three events that happened to the Bad Seed that turned him into a mean person. On the back of the booklet, students need to write about three ways they can help to make the Bad Seed happy again.
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Assessment | Students will be assessed by the quality of work accomplished on booklet and their class participation. |
Lesson 7: Understanding empathy |
Read-out-loud: 
Read-out-loud: What's Wrong with Timmy? By Maria Shriver
| Eight-year old Katie met a boy called Timmy. Timmy had a developmental disability called Down Syndrome. Through talks with her mother and time spent with eight-year-old Timmy, Kate learns that friends come in all shapes and sizes. |
Curriculum Expectations | Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies Use textual cues 3.1 Plan and Focus Focus attention Determine information needs |
Before reading | Guiding questions: -What does disabled mean? -Do you know anyone who is disabled? How do you treat them? - How would it feel if you were disabled?
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During reading | Teacher will invite students to take out their Kindness Journal and write about feeling that they are experiencing reading this book. Students are also welcome to share their text-to-self connection if they are comfortable sharing about it.
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After reading/Learning activity | Students will be divided into different groups. Students will use technology, laptops, and Ipads to research about different disability: ADHD, Down Syndrome, Dyslexia, and Anxiety Disorder. Students are studying about the general condition of the disorders, and they will be regrouped to share their findings with other students. As homework, students will write in their Kindness Journal about what they have learned about different disabilities and how to treat someone with a disability. |
Assessment | Teachers will be checking students’ Kindness Journal for their quality of work and students’ thoughts on kindness. |
Lesson 8: Taking care of the environment |
Read-out-loud: Hey,Little Ant by Phillip Hoose, Hannah Hoose, et al. |
A young boy was playing in the garden and he ran into ant. From observing the ant in a closed distance, the boy struggle to decide whether to squish the ant or not.By reading Hey,Little Ant, children learn how to not use violent and aggression to solve their own problem. |
Curriculum Expectations | Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies Use textual cues 3.1 Plan and Focus Focus attention Determine information needs Plan to gather information Social Studies: 3.S.1 - develop skills of critical thinking and creative thinking |
Before reading | Activation activity: The teacher will invite students to draw a creature that would be okay to kill, then discuss why.
Guiding questions: What makes it okay for this creature to be killed? Does it have to have fangs or claws? A mean expression? Too big? Too little? Is it stinky? Does it have a stinger? Poison?
The teacher then asks students to take the point of view of a killable creature in a role playing session. Have the child plead for the creature’s life. Or have a child lawyer argue its defense. What arguments would work?
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During reading | Guiding questions: -Does the boy like the ant? Why or why not? -Does the boy respect the ant? Why or why not? -How would the boy show that he respects the ant? -Can you respect something without liking it? -Are ants important to the environment? What about other animals?
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After reading/Learning activity | The main idea of this book is that all living things have a great deal in common, even though sometimes this may be difficult to recognize. Therefore, we should treat the environment the same way we treat a person.
The teacher will use the whiteboard to list the things that ants and children have in common. Students will reference what they have learned in the book to answer the questions. Students can use technology and research for more and make a list with a partner. Students will then explore ways in which we are similar to one another and make a list to share with the class. |
Assessment | The teacher will also be evaluating students’ level of kindness by observing how students work with each other in group situations. |
Lesson 9: Understanding bullying through art |
Read-out-loud:One By Kathryn Otoshi
| In this book, each colour has a personality. Blue is a blue spot on the page. He has friends, Orange, Purple, Green, and Yellow. They are being bullied by another splotch of colour called Red until a new character named One appears and helps them stop the bullying behaviour of Red. This lovely children book explores bullying and how to stand up to bullies through appealing artwork. |
Curriculum Expectations | Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies Use textual cues 3.1 Plan and Focus Focus attention Determine information needs Plan to gather information Fine Art: Component 10 (i) - PURPOSE 4: A. Feelings and moods can be interpreted visually. B. Specific messages, beliefs and interests can be interpreted visually, or symbolized. Component 10 (i) - PURPOSE 5 Social Studies: 3.S.1 - develop skills of critical thinking and creative thinking |
Before reading | The teacher invites students to describe their favourite colour and why they like that colour. The class will create a simple graph of students’ favourite colours on chart paper. |
During reading | Guiding questions: -What does Blue think of himself? -How do his feelings change when he meets Red? - At the beginning, how did the other colours respond to Red’s anger and hurtful words? -How did One stand up to Red? -Is Red a bully?
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After reading/Learning activity | The teacher then discusses with students what it means to count – to feel like you have value. Students then will use their Kindness Journal to write about ten facts that they feel proud of themselves. After they finish their writings. The teacher will introduce the project “Identify Rocks,” the teachers will prepare rocks in different sizes for students to paint and draw on. Students are designing identity rock to boost their confidence. |
Assessment | Teachers will be checking students’ Kindness Journal for their quality of work and students’ thoughts on kindness. |
Lesson 10: Reflecting on what we have learned about kindness |
Read-out-loud Horton Hears a Who By Dr. Seuss
| Horton is an elephant that has a big heart. This book features a story of Horton being the hero and saving the Who (People living in the Who village). It teaches a valuable lesson in helping those who cannot help themselves. It shows the readers, “A person is a person no matter how small!”
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Curriculum Expectations | Language Arts 2.1 Use Strategies and Cues Use prior knowledge Use comprehension strategies Use textual cues 3.1 Plan and Focus Focus attention Determine information needs Plan to gather information Fine Art: Component 10 (i) - PURPOSE 4: A. Feelings and moods can be interpreted visually. B. Specific messages, beliefs and interests can be interpreted visually, or symbolized. Component 10 (i) - PURPOSE 5 Social Studies: 3.S.1 - develop skills of critical thinking and creative thinking |
Before reading | The teacher will discuss with the class the idea of brave and doing the right thing when nobody's watching. |
During reading | Guiding questions: - What does Horton mean when he says, “A person’s a person no matter how small”? What can you learn from what he’s said? -Why did the monkeys take the clover to the eagle? -Give a reason why the other animals in the jungle would not believe Horton when he told them about Who-ville. -What was your favorite part of the story? Explain why it is your favorite part.
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After reading/Learning activity | Teacher will work with the class to summarize the main idea of the story. Then the teacher will break the class into four groups. The teacher will work with the music teacher to gather instruments in the classroom. Students will be making a theme song/melody to represent a character of students’ choice in the book.Students will have one week to work with their group members to create a 30 second music piece. At the end of the Kindness Unit, the teacher will also have a movie with the class and they will watch Horton Hears a Who as a celebration of learning. |
Assessment | Students will be assessed by their creation of theme song for the characters. A rubric will be co-created by the teacher with students to support students’ learning. |
Reflection
It has been a great pleasure creating this Kindness project with ten storybooks. I worked very hard in creating the order of the books. I think this will be a gradual way to introduce students to a variety of topics about kindness and empathy. My hope for my students is that they will start to appreciate kindness and apply what they have learned in conflict resolution. I put a lot of emphasis on understanding diversity since students’ learning environment is increasingly diverse. I felt the need to include understanding diversity as a way to show kindness.
In my future classroom, I hope to maintain the use of Kindness Journal and Bucket Wall. I want to create a routine of students writing positive messages to each other weekly. I also want students to express their negative emotions through writing instead of verbal abuse.
As a new teacher, I still feel that my project is not “perfect” enough. I want to incorporate more diverse learning activities for my students. I also want to include different kinds of assessment to triangulate my findings. My hope for the future development of teaching kindness is to read more research article on fostering kindness in the classroom. I also want to further my study in literacy teaching so that I can design more challenging and engaging lessons to help my students grow.
Bibliography
Borba, M. (2018). Nine Competencies for Teaching Empathy. Retrieved June 18, 2019, from http://www.ascd.org/publications/educational-leadership/oct18/vol76/num02/Nine-Competencies-for-Teaching-Empathy.aspx
Choi, Y. (2001). The name jar. New York: Alfred A. Knopf.
Diener, M. L. & Lucas, R. E. (2004). Adults’ desires for children’s emotions across 48 countries. Journal of Cross-Cultural Psychology, 35, 525-547.
Hoose, P. M., Hoose, H., & Tilley, D. (1998). Hey little ant. Berkeley, Calif: Tricycle Press.
Karris, M. A. & Craighead, W. E. (2012). Differences in character among U.S. college students. Individual Differences Research, 10, 69-80.
Konrath, S. (2010). Empathy: College students don't have as much as they used to, study finds. Personality and Social Psychology Review. Retrieved from www.sciencedaily.com/releases/2010/05/100528081434.htm
Layous, K., Nelson, S. K., Oberle, E., Schonert-Reichl, K. A., & Lyubomirsky, S. (2012). Kindness counts: Prompting prosocial behavior in preadolescents boosts peer acceptance and well-being. PloS one, 7(12), e51380.
Ludwig, T., & Barton, P. (2013). The invisible boy. First edition. New York: Alfred A. Knopf.
McCloud, C., Lundgren, M., & Messing, D. (2006). Have you filled a bucket today?: A guide to daily happiness for kids. Northville, MI: Ferne Press.
Otoshi, K. (2008). One. Mill Valley, CA: KO Kids Books.
Park, N., Peterson, C. & Seligman, M.E., (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23, 603-619.
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293-311.
Seuss, D. (1954). Horton hears a Who! New York: Random House.
TeachThought Staff. (2016,). 8 Reasons For Teaching Kindness In School. Retrieved June 18, 2019, from https://www.teachthought.com/pedagogy/8-reasons-for-teaching-kindness-in-schools/
Wang, S. & Tamis-Lemonda, C. S. (2003). Do child-reading values in Taiwan and the United States reflect cultural values of collectivism or individualism? Journal of Cross-Cultural Psychology, 34, 629-642.
Warner Bros. Pictures presents; a Mervyn LeRoy production; screenplay by John Lee Mahin ; directed by Mervyn LeRoy. (2004). The bad seed. Burbank, CA: Distributed by Warner Home Video Inc.,
Winters, Kari-Lynn (2016).French Toast. Pajamas Press.
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