The Need For Communication By Gregg, Erica, Vivienne, Megan

Message Sent – Message Received Carl, where’s your homework? I left it in my dad’s car this morning I’ll need a note signed by your parents... You don’t trust me

Message Sent – Message Received Sit every other desk for the test. Place your things under your desks. Jane and Laurel, you are sitting too close together. One of you move! He expects us to cheat on the test

Message Sent – Message Received n In both interactions, the message received was not necessarily what the sender intended n Involuntary communication –intonation –body positioning –gestures –word choice n People respond to what they think was said, not to the intended message

Diagnosis – Whose problem is it? n Determine ownership of problem is key –Student’s problem: teacher must help student find solution –Teacher’s problem: teacher must find solution

Examples 1) A student writes obscenities in a school encyclopedia 2) A student tells you that his parents had a bad fight and he hates his father 3) A student quietly reads the newspaper in the back of the classroom

Counseling: The Student’s Problem n Empathetic listening: hearing the emotions behind what another says and reflecting them back by paraphrasing - allows the student to find the problem - allows the student to find the problem - also called active listening - also called active listening - allows the student to more easily trust the teacher and talk more openly - allows the student to more easily trust the teacher and talk more openly

Components of Active Listening 1. blocking out external stimuli 1. blocking out external stimuli 2. attending carefully to both the verbal and nonverbal messages 2. attending carefully to both the verbal and nonverbal messages 3. differentiating between the intellectual and the emotional content of the message 3. differentiating between the intellectual and the emotional content of the message 4. making inferences regarding the speaker’s feelings 4. making inferences regarding the speaker’s feelings

Confrontation and Assertive Discipline n “I” messages: clear, nonaccusatory statement of how something is affecting you - telling a student what he/she is doing, how it affects the teacher, and how the teacher feels about it - telling a student what he/she is doing, how it affects the teacher, and how the teacher feels about it n Assertive discipline: clear, firm, unhostile response style - communicates to the student that the teacher cares too much about them and the process of learning to allow the inappropriate behavior to continue - communicates to the student that the teacher cares too much about them and the process of learning to allow the inappropriate behavior to continue - look into the student’s eyes when talking to them and address them by name - look into the student’s eyes when talking to them and address them by name

Why some teachers are ineffective with students and discipline n Passive teaching: asking the student to think about the appropriate action; commenting on the behavior, but not telling the student what to do differently - “one more chance” teaching - “one more chance” teaching n Hostile response style: teachers using “you” which may condemn the student without stating what the student should be doing; threatening students angrily

Methods of Resolving Conflict n Teacher imposes solution: may be necessary in emergency situation n Teacher gives into student n Gordon’s “no-lose method”: 1. define the problem 1. define the problem 2. generate many possible solutions 2. generate many possible solutions 3. evaluate each solution 3. evaluate each solution 4. Make a decision that satisfies everyone 4. Make a decision that satisfies everyone 5. Determine how to implement the solution 5. Determine how to implement the solution 6. Evaluate the success of the solution 6. Evaluate the success of the solution

Student Conflict and Confrontation n In Elementary Schools, student conflicts most often occur when there are disputes over resources, such as school supplies, computers, athletic equipment, or toys, or preferences of which activities to play. n 90% of the conflicts among students are resolved in destructive ways or never resolved at all.

Peer Harassment n Teachers tend to underestimate the amount of bullying and harassment in schools. n For example, in a survey of 8 th graders, the teachers estimated about 16% would report being bullied, but it came back as a surprising 60% (Barone, 1997) n A rule of thumb, teasing someone less powerful or popular, or using racial, ethnic, or religious slur should not be tolerated. n When teachers are silent, the students think the teacher agrees with the insults.

Violence in the Schools n One solution: PREVENTION n A 2-year study in Ohio showed that gang members respected teachers who insisted on academic performance in a caring way. n There are two kinds of teachers who’s techniques are good for tough students: Teachers who can’t be intimidated or fooled and expect them to learn, and Teachers who really care about the students.

Handling a Potentially Explosive Situation n Move slowly and deliberately toward the problem situation. n Speak privately, quietly, and calmly. Do not threaten. Be as matter-of-fact as possible. n Be as still as possible. Avoid pointing or gesturing n Keep a reasonable distance. Do not crowd the student. Do not get “in the student’s face.” n Speak respectfully. Use the student’s name. n Establish eye-level position. n Be brief. Avoid long-winded statements or nagging.

Continued… n Stay with the agenda. Stay focused on the problem at hand. Do not get sidetracked. Deal with less severe problems later. n Avoid power struggles. Do not get drawn into “I won’t, you will” arguments. n Inform the student of the expected behavior and the negative consequence as a choice or decision for the student to make. Then withdraw from the student and allow some time for the student to decide…Follow through with the consequence.

What do you think you can do as a teacher to make your students take a greater responsibility for their own learning?

Learning Environment for All Students n In Australia, Ramon Lewis found that the following were associated with students taking greater responsibility for their own learning: - recognizing and rewarding appropriate student behaviors, - talking with students about how their behavior effects others, - involving students in class discipline decisions, and - providing nondirective hints and descriptions about unacceptable behaviors.  When a teacher feels threatened by a student it can be difficult to do what the student needs, but that may be the most important time to act positively.

Culturally Responsive Management n Culturally responsive management – taking cultural meanings and styles into account when developing management plans and responding to students n Warm demanders – effective teachers with African American students who show both high expectations and great caring for their students

n Research has shown that male African Americans receive punishments more often and with much stricter consequences than other students. n “warm demanders” are the most effective with these students because they understand and have an appreciation for the students culture.

Communicating with Families about Classroom Management n Need family support in school system n Teacher & parents work together, it creates productive learning time

Classroom Management *Make sure families know the expectations and rules of your class and school. *Make families partners in recognizing good citizenship. *Identify talents in the community to help build a learning environment in your class *Seek cooperation from families when behavior problems arise