The Need For Communication

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The Need For Communication

• By Gregg, Erica, Vivienne, Megan

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Message Sent Message Received
Ill need a note signed by your parents...
Carl, wheres your homework?
I left it in my dads car this morning
You dont trust me
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Message Sent Message Received
Jane and Laurel, you are sitting too close
together. One of you move!
He expects us to cheat on the test
Sit every other desk for the test. Place your
things under your desks.
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Message Sent Message Received

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

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Diagnosis Whose problem is it?

• Determine ownership of problem is key
• Students problem teacher must help student find
  solution
• Teachers problem teacher must find solution

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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

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Counseling The Students Problem

• Empathetic listening hearing the emotions behind
  what another says and reflecting them back by
  paraphrasing
• - allows the student to find the problem
• - also called active listening
• - allows the student to more easily trust
  the teacher and talk more openly

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Components of Active Listening

• 1. blocking out external stimuli
• 2. attending carefully to both the verbal
  and nonverbal messages
• 3. differentiating between the intellectual
  and the emotional content of the message
• 4. making inferences regarding the
  speakers feelings

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Confrontation and Assertive Discipline

• 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
• 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
• - look into the students eyes when talking to
  them and address them by name

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Why some teachers are ineffective with students
and discipline

• 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
• Hostile response style teachers using you
  which may condemn the student without stating
  what the student should be doing threatening
  students angrily

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Methods of Resolving Conflict

• Teacher imposes solution may be necessary in
  emergency situation
• Teacher gives into student
• Gordons no-lose method
• 1. define the problem
• 2. generate many possible solutions
• 3. evaluate each solution
• 4. Make a decision that satisfies everyone
• 5. Determine how to implement the solution
• 6. Evaluate the success of the solution

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Student Conflict and Confrontation

• 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.
• 90 of the conflicts among students are resolved
  in destructive ways or never resolved at all.

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Peer Harassment

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

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Violence in the Schools

• One solution PREVENTION
• A 2-year study in Ohio showed that gang members
  respected teachers who insisted on academic
  performance in a caring way.
• There are two kinds of teachers whos techniques
  are good for tough students
• Teachers who cant be intimidated or fooled and
  expect them to learn, and
• Teachers who really care about the students.

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Handling a Potentially Explosive Situation

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

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Continued

• Stay with the agenda. Stay focused on the
  problem at hand. Do not get sidetracked. Deal
  with less severe problems later.
• Avoid power struggles. Do not get drawn into I
  wont, you will arguments.
• 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
  decideFollow through with the consequence.

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

• 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.

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Culturally Responsive Management

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

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

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Communicating with Families about Classroom
Management

• Need family support in school system
• Teacher parents work together, it creates
  productive learning time

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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