N ON -D IRECTIVE I NTERVENTION T HEORIES Carl Rogers – Humanism Dr. Thomas Gordon – Teacher Effectiveness Training

D ISRUPTION VIDEO

IF THESE DISRUPTIONS OCCUR IN THE CLASSROOM WHO DO YOU THINK WOULD OWN THE PROBLEM,? A. The teacher B. The student C. The parents D. The school E. All of the above

R OGERS – H UMANISM T HEORY For learning to have a significant influence on behavior. It must be: self discovered self-appropriated assimilated through experience.

G ORDON S T EACHER E FFECTIVENESS M ODEL Democratic way for teachers and students to solve conflict using win- win communication strategies. Used consistently - effective for conflict resolution and prevention

Teachers must develop unique and positive relationships with students that are student – centred. To ensure learning material is catered to students needs and interests of students, regardless of the subject matter being taught.

T.E.T. C ORE P RINCIPLE Teachers must be respectful of all students and speak to them in a manner that they feel respected, included, worthy, valued understood and part of the decision making process.

The organisation of the classroom can have an impact on how students behave. By modifying the classroom environment it is possible to prevent unacceptable behaviours. Teachers need to be imaginative and adaptive in their ideas, given that classroom sizes are usually quite small.

Concentrate Work in groups Build things Experiment Let off steam Cope with personal problems Listen to the teacher in private.

I M ESSAGES An "I message" is a statement that tells the listener what you a) see, b) think or feel, or c) want in an objective manner that does not assign blame or put the listener down. There are two different types of I messages in TET Preventative Designed to alter students future behaviour. Confronting A way of communicating teacher owned problems to a student with out blaming the student for the problem.

Confronting I-messages are most effective if they are: Only used for teacher owned problems Correctly constructed Not over used And sound natural. When communicating I-messages, body language, tone, pitch and volume need to appropriate to convey the correct message to the student.

W HICH OF THE FOLLOWING DO YOU THINK IS AN EFFECTIVE I MESSAGE ? 1. When you talk during class discussions many of your classmates cant hear and I am afraid they will be unprepared for the exam. 2. Stop talking, I cant hear what other people are saying 3. Dont talk during class you are disrupting everyone and they wont be ready for the exam next week

S ELECT THE CORRECT I MESSAGE 1. Dont butt into my lesson all the time it is really making me angry 2. How would you feel if I butted into your conversation whenever you and your friends were talking 3. When you butt into my lesson continually I feel extremely angry because other students in this class are being deprived the opportunity to learn

N OW IT S YOUR TURN, TO HAVE A GO AT AN I- MESSAGE !!! I feel _________________________________ (say your feeling) when you _____________________________ (describe the action) because _______________________________ (say why the action connects to your feeling)

A DVICE IS ONE OF THOSE THINGS THAT IS FAR MORE BLESSED TO GIVE THAN TO RECEIVE C AROLYN W ELLS (CITED IN T AUBER 2007) ACCOUNTABILITY – students are encouraged to own their behaviour Understand behaviour – consequence links PROBLEM SOLVING – active listening allows students to reflect on their situation and determine their own course of action. HOW TET AFFECTS COGNITIVE DEVELOPMENT?

Fosters a learning environment that is based on trust and respect Develops self esteem Minimisation of embarrassment Opens up communication skills through I messages and Active Listening HOW TET AFFECTS SOCIAL DEVELOPMENT

Students work for intrinsic rewards Non blameful, non judgemental discussions supports students self esteem, minimises resistance Students learn empathy Develops emotional maturity Develop respect for rights of self and others HOW TET AFFECTS MORAL DEVELOPMENT?

C IRCLE TIME

N EGATIVES ( MISHIKO )

IF THESE DISRUPTIONS OCCUR IN THE CLASSROOM WHO DO YOU THINK WOULD OWN THE PROBLEM,? A.The teacher B.The student C.The parents D.The school E.All of the above

H OW MUCH OF TET WOULD YOU INCORPORATE INTO YOUR CLASSROOM BEHAVIOUR MANAGEMENT PLAN ? A. A lot B. Quite a bit C. Some D. Not much E. None