The purpose of the study was to find out how teachers role modeled and taught empathetic and pro-social skills at the primary level. The study was qualitative in nature and followed a case study approach. Observations of regular English language classes were done from Grades 1-5 to see if class lessons incorporated the said themes and whether teachers displayed the stated skills in classrooms. Another set of observations were conducted after teachers were requested to highlight empathetic and pro-social themes in texts and activities. The second set of observations noticed if the use of empathetic and pro-social textual materials and activities raised awareness among students about the said themes and affected student interest and teacher behaviour in any way. Teachers were also interviewed to register their thoughts on their own empathetic and pro-social behaviours and their experience of teaching the same in classrooms. The deputy curriculum developer from Grades 1-5 was also interviewed to take her opinion about teachers as appropriate role models to teach the said skills and the time given to the development of such skills in the professional development programmes. The findings established teachers as weak role models for the demonstration of empathetic and pro-social skills in classrooms. However, they successfully incorporated and taught the same skills through texts. The paper encourages teachers to exhibit more empathetic and compassionate skills in classrooms so that students can be equipped with sound academic and affective skills for a more positive assimilation in society at large.

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<p><em>The study addressed a cognitive-affective gap in the textual content of a primary</em><br /><em>English curriculum. The research design was qualitative in nature. In the first part of the study, document analysis of the textbooks from grades1-5 was done to prove that empathetic and pro-social themes were under represented in them. The second part of the study was an intervention in which teachers were apprised to highlight empathetic and pro social themes in texts and teach them. The third part of the study noticed if the use of cognitive-affective texts raised awareness among students about the said themes and significantly affected their interest in academic work. The findings from document analysis, observations and interviews indicated that empathetic and pro-social themes were under represented in the textual content. The observations of integrated cognitive-affective lessons brought forth a significant increase in student interest in academic work and raised awareness about the stated themes. This was also authenticated by teachers and students in focused group interviews. The study was significant in terms of raising the importance of the stated skills at the primary level and prove that cognitive-affective use of textual content in schools could raise awareness about affective skills and prepare helpful and caring individuals for the society.</em></p><p><em><br /></em></p><p><strong>Keywords:</strong> cognitive-affective, curriculum, empathy, social-emotional learning,<br />textual content</p><p><em><br /></em></p>

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The study addressed a cognitive-affective gap in a primary English curriculum and noticed whether the curriculum, texts and class activities utilized empathetic and pro-social themes in teaching English language. The findings from the document review, interviews and observations revealed that the said themes were underrepresented in the curriculum, textual content and class activities. Moreover, the teachers also did not demonstrate the required empathetic and pro-social skills in classrooms. The regular English lessons depicted a highly cognitive focus and proved teachers as inadequate role models for the said skills. Data from parents' questionnaires revealed that the stated skills were taught in theory and not in practice. However, when integrated cognitive-affective lessons were used, they brought forth a significant increase in student interest in academic work and raised awareness about the stated themes. The study was significant in terms of raising the importance of the stated skills in an educational set up and proved that a cognitive-affective approach in schools could prepare helpful and caring individuals for the society.