Assignment 502 Theories, principles and models in education and training Petra Melville Task B

Theory A supposition or a system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained: Darwin’s theory of evolution http://www.oxforddictionaries.com/definition/english/theory A plausible or scientifically acceptable general principle or body of principles offered to explain phenomena www.zazzle.com Petra Melville

Principle A fundamental truth or proposition that serves as the foundation for a system of belief or behaviour or for a chain of reasoning: the basic principles of justice http://www.oxforddictionaries.com/definition/english/principle Petra Melville

Model A thing used as an example to follow or imitate: the project became a model for other schemes A simplified description, especially a mathematical one, of a system or process, to assist calculations and predictions http://www.oxforddictionaries.com/definition/english/model Petra Melville

Effective communication Achieves the intended result or response Develops or maintains positive relationships Encourages further communication Promotes mutual respect Petra Melville

Ineffective Communication The intended message is misunderstood by the receiver Does not promote mutual trust, respect and understanding Is incomplete Escalates into further misunderstandings Promotes hostility Results in effective actions According to Wilson, learning is a result of effective communication, and communication is the art of passing a message. (Wilson, 2009). It is therefore imperative, that the communication which occurs between a teacher and a student, is effective. Petra Melville

Shannon and Weaver’s model of communication One of the SIMPLEST models Sender plays the primary, active role and the receiver plays the secondary, passive role Understanding NOISE will help to solve various problems Interprets communication as a one- way process The communication cycle theory, which elaborates on Shannon and Weaver’s model, gives the receiver an equal, active role, to the sender of the message. The latter is, as opposed to the former model, non-linear. This theory defines communication as a two-way process and stresses the importance of feedback from the receiver. When applied to education, learning occurs best if teaching, as well as communication, is a two way process. www.communicationtheory.org Petra Melville

Shannon and Weaver’s model of communication The communication cycle theory, which elaborates on Shannon and Weaver’s model, gives the receiver an equal, active role, to the sender of the message. The latter is, as opposed to the former model, non-linear. This theory defines communication as a two-way process and stresses the importance of feedback from the receiver. When applied to education, learning occurs best if teaching, as well as communication, is a two way process. An encoder A message A channel A decoder A receiver Petra Melville Based on Wilson, W. Practical Teaching, Cengage Learning, Hampshire, 2009

Shannon and Weaver’s model of communication SEE PREVIOUS 2 SLIDES When applied to education, learning occurs best if teaching, as well as communication, is a two way process HENCE the importance of FEEDBACK https://www.google.co.uk/search?q=shannon+and+weaver+in+education+and+training&es_sm=93&biw=1366&bih=667&source=lnms&tbm=isch&sa=X&ei=O9KdVMTQF8eM7Aaf9YHoDg&ved=0CAYQ_AUoAQ#facrc=_&imgdii=_&imgrc=MX7G0pB6YSAH9M%253A%3B4g0pf2ma7VpOsM%3Bhttp%253A%252F%252F2012books.lardbucket.org%252Fbooks%252Fan-introduction-to-organizational-communication%252Fsection_06%252F20ed98da45a6e49b18ecd2272e8d223b.jpg%3Bhttp%253A%252F%252F2012books.lardbucket.org%252Fbooks%252Fan-introduction-to-organizational-communication%252Fs06-02-rethinking-communication.html%3B889%3B333 Petra Melville

The communication cycle SEE PREVIOUS SLIDES When applied to education, learning occurs best if teaching, as well as communication, is a two way process HENCE the importance of FEEDBACK Unlike Shannon and Weaver’s model, communication is NOT a one-way process COMMUNICATION IS A TWO WAY PROCESS hence FEEDBACK http://www.prweb.com/releases/2006/05/prweb386581.htm Petra Melville

Effective listening skills Ensuring that what is learnt is what is taught How can a teacher ensure that what is learnt is what is taught? A teacher needs to be, first of all, an epitome of an effective communicator and display characteristics such as: the appropriate body language, appearance, tone of voice and posture, embody professionalism (i.e. not letting personal issues affect the communication and ultimately the teaching and learning process), confidence and assertiveness. An effective communicator will also have good listening skills. Adults spend an average of 70% of their time engaged in some sort of communication, of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001). http://www.skillsyouneed.com/ips/listening-skills.html#ixzz3N7cMSMn1 Petra Melville

Effective listening skills (see the report for detailed description of barriers to communication 1. Stop Talking “If we were supposed to talk more than we listen, we would have two tongues and one ear.” Mark Twain. 2. Prepare Yourself to Listen Relax. Focus on the speaker. 3. Put the Speaker at Ease Help the speaker to feel free to speak. Remember their needs and concerns. Nod or use other gestures or words to encourage them to continue. Maintain eye contact but don’t stare – show you are listening and understanding what is being said. 4. Remove Distractions 5. Empathise 6. Be patient 7. Avoid personal prejudice 8. Listen to the tone 9. Listen for ideas, not just words: infer information to reveal the UNKNOWN AREA (see Johari’s window) 10. Wait and watch for non-verbal communication http://www.skillsyouneed.com/ips/listening-skills.html#ixzz3N7dzMWGY How can a teacher ensure that what is learnt is what is taught? A teacher needs to be, first of all, an epitome of an effective communicator and display characteristics such as: the appropriate body language, appearance, tone of voice and posture, embody professionalism (i.e. not letting personal issues affect the communication and ultimately the teaching and learning process), confidence and assertiveness. An effective communicator will also have good listening skills.

Transactional Analysis Wilson states that the current thinking in the post-compulsory sector is empathy, understanding and negotiation. (Wilson, 2009). What is beneficial for the student is also beneficial for the college-students’ success means the success of the college. Teaching, learning and assessment is therefore a joint project. Developing equal adult relationships can be facilitated through negotiating SMART targets. According to Petty, a teacher should set mastery and developmental SMART targets. Mastery targets are those which are time, not ability dependant and attainable by all students. These can be set from the minimum requirements for passing the programme. Developmental targets can be set for faster learners. SMART targets can also be used to manage difficult behaviour, as learners have a choice in the way they behave. Parent ego state- the voice of authority Child ego state- a dependent state. Both parent and child states are constantly being updated. Seeking assurances; displaying immature behaviours. Adult ego state- an independent state. The ability to think and act responsibly and maturely. http://lifestoogood.net/2013/transactional-analysis-communicate-effectively/

Transactional Analysis Physical Verbal Parent Angry or impatient body-language and expressions, finger-pointing, patronising gestures Always, never, for once and for all, judgmental words, critical words, patronising language, posturing language Child Emotionally sad expressions, despair, temper tantrums, whining voice, rolling eyes, shrugging shoulders, teasing, delight, laughter, speaking behind hand, raising hand to speak, squirming and giggling Baby talk, I wish, I dunno, I want, I’m gonna, I don’t care, oh no, not again, things never go right for me, worst day of my life, bigger, biggest, best, many superlatives, words to impress Adult Attentive, interested, straight-forward, tilted head, non-threatening and non-threatened Why, what, how, who, where and when, how much, in what way, comparative expressions, reasoned statements, true, false, probably, possibly, I think, I realise, I see, I believe, in my opinion Petra Melville Developed from various sources

Transactional Analysis Effective Modes Ineffective Modes Structuring Criticising Inconsistent Supporting Interfering Co-creating Over-adapted Oppositional Playful Reckless www.businessballs.com/transactional analyses.htm Petra Melville

Transactional Analysis OK to OK communication invites OK to OK response www.businessballs.com/transactional analyses.htm Petra Melville

Transactional Analysis EFFECTIVE MODES Mindful process is a requirement for enabling effective modes to be accessed Mindful process: the here and now, spontaneous, adapting to situations, accessing POSITIVE past experiences STRUCTURING MODE: the boundary setting mode. Caring whilst firm SUPPORTING MODE: affirming and considerate CO-CREATING MODE: developing ways to co-operate with others PLAYFUL MODE: curious, energetic mode. Playful confrontation Developing equal adult relationships can be facilitated through negotiating Ground Rules and SMART targets Petra Melville www.businessballs.com

Transactional Analysis INEFFECTIVE MODES all originate from OUTDATED experiences CRITICISING MODE: (you are not OK) unlikely to develop a loyal supportive team. An individual believes that others (some) are incapable INCONSISTENT MODE: (you are not OK) unpredictable, random behaviour; not helpful INTERFERING MODE: (you are not OK) an individual who finds it difficult to delegate, offering to do things for other, capable individuals OVER-ADAPTED MODE: (both not OK) an individual who suffers from depression, anxiety OPPOSITIONAL MODE: (you are not OK) resisting to others, not free to think for ourselves, reactionary RECKLESS MODE: no boundaries (you are not OK) not taking responsibility for one’s actions, an individual requiring a great deal of management Developing equal adult relationships can be facilitated through negotiating Ground Rules and SMART targets Petra Melville www.businessballs.com

Johari’s window Used to enhance the individual’s perception on others Based on two ideas: Trust can be acquired by revealing information about ourselves to others Learning about ourselves from the feedback of others Each four window pane signifies: Personal feelings Motivation Whether that information is known or unknown to oneself or others Each person is represented by the Johari window model through these four window panes The teacher knows very little about the prospective student prior to enrolment and vice versa. Other students know very little about each other at the beginning of the programme. A teacher’s role is to increase the ‘open area’, making the hidden or unknown smaller. A teacher who has developed effective listening skills will also be able to infer information in order to reveal the unknown. This results in more effective learning and teaching, as well as interaction among other students. Initial assessments and negotiating ILPs is an opportunity to find out more about the student’s intrinsic and extrinsic motivation, as well as anxieties. A student conducts research in order to find the right educational setting. The college can communicate the right message about its ethos via a website, a prospectus, a social network and via the first point of contact-the information desk/ enrolment services. https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http%3A%2F%2Fwww.crowe-associates.co.uk%2Fcoaching-and-mentoring-skills%2Fjohari-window-as-a-coaching-tool%2F&ei=le2dVJ_9EIbB7AbGhYGYDg&bvm=bv.82001339,d.ZGU&psig=AFQjCNHew9opJhRxioFtvcsf8tm6z7EaUA&ust=1419722510432851 Petra Melville

Johari’s window please see previous slide and the report Open/self – area or arena Information about the person’s attitudes, behaviour, emotions and skills is known by the individual person as well as by others. Main communication arena The larger the arena, the more effective the relationship is The arena can be increased through: Feedback: LISTENING to the feedback from another person Self-disclosure Blind self or blind spot Information about the person’s attitudes, behaviour, emotions and skills is known by others BUT NOT THE INDIVIDUAL Caused by misinterpretation/miscommunication Reduced by seeking feedback from others Hidden area or façade Information about the person’s attitudes, behaviour, emotions and skills is known by the individual person BUT NOT BY OTHERS. The individual might feel RELUCTANT to reveal some information May include fears, secrets, past experiences Unknown area Information about the person’s attitudes, behaviour, emotions and skills is UNKNOWN by the individual person AS WELL as by others. May include talents May be caused by repressed traumatic experiences Must be uncovered by the individual or by others Can be decreased by effective communication www.businessballs.com Petra Melville