1. Gibb’s Communication Model
Academic resource center
Climate of communication

2. 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.

3. 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

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

5. 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

6. 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

7. 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

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

9. Control or Assist
Don’t know about you

10. 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

11. 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

12. 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

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

14. 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

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

16. 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

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

18. 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

19. 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

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

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

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

23. 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

24. Banking Model
Here’s what we will end up with

25. 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

26. 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

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

28. Indifference vs. Empathy
Strong emotions

29. 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

30. 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

31. 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

32. 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

33. 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?

34. 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?

35. 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?

36. 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?

37. 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?

38. 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?

39. Tutor Training with the Gibb’s Communication Model
Sources
Gibb, J.R. (1961). Defensive communication. Journal of communication, 11,
Gibb, J.R. (1964). Climate for trust formation. In L. Bradford, J.Gibb, & K. Benne (Eds.), T-group theory and laboratory method. (pp ). 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,
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.