Gibb’s Communication Model Academic resource center Climate of communication

Model J.R. Gibb puts forth a communication model that encourages supportive language and discourages destructive language. He describes 12 linguistic attitudes, six supportive and six destructive, that influence the way interlocutors interact while communicating.

Communication Model Destructive Supportive Evaluate Describe Control Assist Manipulate Facilitate Superior Equal Certain Possible Indifference Empathy Six contrasting dimensions Importance of language Writing Center Work WITH no ON students

Evaluate Describe Dimension 1 Education is evaluation Evaluation free zone (Peter Elbow) Take risks

Language of Evaluation “Look at this sentence. Your grammar is wrong here. You connected these two sentences with a comma, making a comma splice error. . .” Not all bad Destructive YOU Evaluating intelligence Describe error not evaluate writer

Language of Description “I see a comma error in this sentence, but I can show you how to easily correct it. See how these two main clauses are connected with just a comma? How could the sentence be revised?” Supportive environment for problem-solving Describes error

Describe vs. Evaluate Problem with language of evaluation: Destructive “you” language Solution with language of description: Separate student from problem Problem-oriented Collaborative Inquiry-based

Dimension 2 Control Assist Inquiry-bqased: Want students in control

Control or Assist Don’t know about you

Language of Control “Instead of using the word ‘eventuate,’ in this answer, use ‘transpired.’ It works better and eventuate is just confusing.” Imposing language preferences Shifts ownership Greater power, rights or intelligence

Language of Assistance “The word ‘eventuate is hard for me to understand in this context. Let’s look up the word and make sure it’s the one you want to use.” Implies problem-solving Shows respect

Control vs. Assist Problem with language of control: Ownership shifts to the tutor Solution with language of assistance: Student owns ideas and language Control=ownership

Manipulate Facilitate Dimension 3 Manipulate Facilitate Manipulate into feeling, believing, feeling or doing

Language of Manipulation “You haven’t bothered to come to the last few meetings, so I wonder about your commitment to the program.” Participation through guilt Haven’t bothered Sense of guilt or responsibility

Language of Facilitation “We’ve missed you at PASS (or tutoring) lately. Let’s talk about it. Open and honest Facilitates discussion of problem

Manipulate vs. Facilitate Problem with manipulative language: Creates negative feelings Solution with facilitative language: Acknowledges problem and creates space for problem-solving. Fosters supportive climate

Superior Equal Dimension 4 Act like they are better, more competent, more intelligent Tricky in tutoring climate Sometime students want BUT

Language of Superiority “So, in class we talked about the PC movement, and what you are saying is that forcing people to use politically correct terminology creates resentment. I remember when I used to think like that, too. Once we cover what all the movement entails, I’m sure you will understand the issue” Common ground Implication—beyond naive

Language of Equality “So, in class we talked about the PC movement, and what you are saying is that forcing people to use politically correct terminology creates resentment. Can you tell me what ideas you will use to support your position? Then, I can give you some of the opposing viewpoints and you can refute them.” Develop own ideas Inquiry-based

Superior vs. Equal Problem: Tutor dominates the ideas Solution: Tutor stimulates thought so students can actively participate Active and Passive

Certain Possible Dimension 5 Absolute and dogmatic One answer, pt of view or course of action

Certainty Bad habits—looking for right over understanding Just tell me what to say

Language of Certainty “You didn’t mean to say that our justice system always makes fair and ethical decisions, right? I can assure you that the professor will count that wrong on the test.” Certain about two things Implication—regurgitate to get it right

Banking Model Here’s what we will end up with

Language of Possibility “You just made an interesting comment about the judicial system that is different from the way it is presented in class. First, let’s consider the implication of the word ‘always.’ How does that word impact the meaning of your statement? Then, let’s think of ways you might provide your answer in an essay question format so that you can show the teacher that you understand the implications of your position.” Student position Provisional Think for himself Articulate own understanding

Certain vs. Possible Problem with language of certainty: Tutor knows answer and encourages the banking model of education Solution with language of possibility: Tutor encourages student understanding and critical thinking. Inspires inquiry learning. Paulo Friere

Indifference Empathy Dimension 6 Students have strong emotions Upset about teacher, grade, roommate, boyfriend or girlfriend

Indifference vs. Empathy Strong emotions

Language of Indifference “Dr. Smart E. Pants typically asks questions that she didn’t cover in class. To get a better grade next time, you’ll just need to study the questions at the end of the chapters more carefully.” Negates student’s feelings Overcompensating from training Advice isn’t wrong

Language of Empathy “I don’t blame you for being upset and frustrated about your test grade. But now that you know the way Dr. Pants creates her exams, how do you think we can better prepare for the next exam?” Empathy doesn’t mean agreement Conveys respect for feelings

Indifference vs. Empathy Problem with language of indifference: Dismisses student’s emotional reaction to grades Solution with language of empathy: Acknowledges feelings and emotions and keeps communication open Rapport

Communication Model Destructive Supportive Evaluate Describe Control Assist Manipulate Facilitate Superior Equal Certain Possible Indifference Empathy Six contrasting dimensions Importance of language Writing Center Work WITH no ON students

Example 1: Evaluative Language See right here? Your problem is that you forgot your formula. You should have memorized that by now. Task: How would you change this to descriptive language?

Example 2: Controlling Language You need to be focusing on how militaristic the Romans were, not on their artistic style. Task: How would you revise this to demonstrate the language of assistance?

Example 3: Manipulative Language If you’re not going to follow the study plan we created for you to use at home, then you can’t expect to do well in class. Task: How can you revise to make this statement more facilitative?

Example 4: Superior Language Yeah, but there is scientific evidence that proves evolution occurred. What kind of evidence do you have? Task: How might you revise this statement to show equality?

Example 5: Certain Language Surely you can see that morality is the theme of this story. There is no other interpretation that makes sense. Task: How might you revise this to show possibility?

Example 6: Indifferent Language You’ll need to try harder to get a babysitter for your kids next time; otherwise you’ll just keep getting behind. Task: How can you revise this statement to show empathy?

Tutor Training with the Gibb’s Communication Model Sources Gibb, J.R. (1961). Defensive communication. Journal of communication, 11, 141-148. Gibb, J.R. (1964). Climate for trust formation. In L. Bradford, J.Gibb, & K. Benne (Eds.), T-group theory and laboratory method. (pp. 279-309). New York: wiley. Gibb, J.R. (1970) Sensitivity training as a medium for personal growth and improved interpersonal relationships. Interpersonal Development, 1, 6-31. Johnson, R., Clark, B., & Burton, M. (2007). Finding harmony in disharmony: Engineering and English studies. Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric, 5, 63-73. Menassa, B.N. (2000) Training writing consultants to utilize supportive behaviors. Writing lab newsletter, 24(8), 1-5. Wood, J.t. (2006). Communication Mosaics. Belmont,CA: Thomson/Wadsworth.