Chapter 8 Communication

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Chapter 8 Communication

• Three Key Concepts
• Constructive Assertiveness
• Empathic Responding
• Problem Solving

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Constructive AssertivenessStatement of the
problem

• State the Problem in two parts
• Identify the student behavior
• Do not label the student
• Describe its effects
• Use Statements not Questions
• Examples or non examples?
• Wandering around the room disturbs the class.
• Please raise your hand before you answer.
• Answering before I call on someone does not allow
  others time to think about their response
• This is very aggravating to me.
• Do you think that calling out an answer is
  helpful to other students?
• Susan, tapping your pencil wears out the lead.

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Constructive AssertivenessUnambiguous Body
Language

• Text
• Eye contact
• Posture
• Facial Expressions
• Other cues (my favorite is)
• Para-linguistics
• http//honolulu.hawaii.edu/intranet/committees/Fac
  DevCom/guidebk/teachtip/commun-1.htm

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Constructive AssertivenessInsistence on change

• What will students try to do?
• Deny
• Argue
• Make excuses
• Stop/Restart the behavior
• What should you do?
• Avoid confrontation
• Be assertive not hostile
• Follow through

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Empathic RespondingListening Skills

• AKA - Paying attention
• Verbal "encouraging" comments
• Nonverbal nods, eye contact
• What are some barriers?
• http//www.adm.uwaterloo.ca/infotrac/tips/effectiv
  ecommunication.pdf

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Empathic RespondingProcessing Skills

• Processing Skills
• Verbal Bounce it back
• Do you mean that So why is that.
• Avoid taking sides
• What are barriers to "accurate perception"
• http//www.adm.uwaterloo.ca/infotrac/tips/effectiv
  ecommunication.pdf

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Empathic Responding

• Solicits students viewpoint - Shows you aware of
  student perspective
• Keeps lines of communication open
• Especially useful when students stressed, upset,
  etc.
• Involves skillful questioning/probing
• Do activity 8.2 page 162

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Problem Solving

• Steps (Similar to IOSIE)
• 1. Identify the problem - Get student viewpoint,
  provide your concerns clearly
• 2. Brainstorm - Evaluate alternatives (pros/cons
  of each) and choose best one
• 3. Implement the solution Get a commitment
• Done during a conference
• Commitment can be oral or by written contract w/
  terms consequences if plan not followed.

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You Try (if time allows)

• Example 1 Page 156
• Brad likes to be the center of attention.
  Whenever you ask a question he calls out the
  answer without raising his hand and with no
  regard for the fact that you have already called
  on another student. Although you have reminded
  him of correct behavior and have tried to ignore
  his call-outs, the behavior continues to
  interfere with your class discussions.
• As a group of four
• 1. Identify the problem
• 2. Develop Objectives/Strategies
• 3. Describe how you would Implement/Evaluate

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Announcements

• Midterm Exam Next Week Study Guide
• Homework
• Task 2.1.2 Due Next Week
• 9.1.1 Part I due in two weeks October 18
• Mid Term Exam next week
• Keep working on observations