Post on 29-Mar-2015
NON-DIRECTIVE INTERVENTION THEORIES
Carl Rogers – Humanism
Dr. Thomas Gordon – Teacher Effectiveness Training
DISRUPTION VIDEO
IF THESE DISRUPTIONS OCCUR IN THE CLASSROOM WHO DO YOU THINK WOULD ‘OWN’ THE PROBLEM,?
A. The teacherB. The studentC.The parentsD.The schoolE. All of the above
ROGERS – HUMANISM THEORY
For learning to have a significant influence on behavior. It must be:
self discovered self-appropriated assimilated through experience.
GORDON’S TEACHER EFFECTIVENESS MODEL
Democratic way for teachers and students to solve conflict using win-win communication strategies.
Used consistently - effective for conflict resolution and prevention
Teachers must develop unique and
positive relationships with students that
arestudent – centred.
Toensure learning
material is catered to students needs and
interests of students, regardless of the
subject matter being taught.
T.E.T. CORE PRINCIPLE
Teachers must be respectful of all students and speak to them in a manner that they feel respected, included, worthy, valued understood and part of the decision making process.
HOW TET IMPACTS ON CLASSROOM ORGANISATION…
The organisation of the classroom can have an impact on how students
behave. By modifying the classroom
environment it is possible to prevent unacceptable behaviours.
Teachers need to be imaginative and adaptive in their ideas, given that
classroom sizes are usually quite small.
CHILDREN NEED PLACES WHERE THEY CAN GO TO….
Concentrate Work in groups Build things Experiment Let off steam Cope with personal problems Listen to the teacher in private.
I MESSAGES
An "I message" is a statement that tells the listener what you a) see, b) think or feel, or c) want in an objective manner that does not assign blame or put the listener down.
There are two different types of ‘I messages’ in TET
PreventativeDesigned to alter student’s future behaviour.
Confronting A way of communicating teacher owned
problems to a student with out blaming the student for the problem.
Confronting I-messages are most effective if they are:
Only used for teacher owned problems
Correctly constructedNot over usedAnd sound natural.
When communicating I-messages, body language, tone, pitch and volume need to appropriate to convey the correct message to the student.
WHICH OF THE FOLLOWING DO YOU THINK IS AN
EFFECTIVE ‘I MESSAGE’ ?
1. When you talk during class discussions many of your classmates can’t hear and I am afraid they will be unprepared for the exam.
2. Stop talking, I can’t hear what other people are saying
3. Don’t talk during class you are disrupting everyone and they won’t be ready for the exam next week
SELECT THE CORRECT I MESSAGE
1. Don’t butt into my lesson all the time it is really making me angry
2. How would you feel if I butted into your conversation whenever you and your friends were talking
3. When you butt into my lesson continually I feel extremely angry because other students in this class are being deprived the opportunity to learn
NOW IT’S YOUR TURN, TO HAVE A GO AT AN I-MESSAGE!!!
I feel _________________________________ (say your feeling)
when you _____________________________ (describe the action)
because _______________________________ (say why the action connects toyour feeling)
“ADVICE IS ONE OF THOSE THINGS THAT IS FAR MORE BLESSED TO GIVE THAN TO RECEIVE”CAROLYN WELLS (CITED IN TAUBER 2007)
ACCOUNTABILITY – students are encouraged to ‘own’ their behaviour
Understand behaviour – consequence links PROBLEM SOLVING – active listening
allows students to reflect on their situation and determine their own course of action.
HOW TET AFFECTS COGNITIVE DEVELOPMENT?
Fosters a learning environment that is based on trust and respect
Develops self esteem Minimisation of embarrassmentOpens up communication skills
through ‘I messages’ and Active Listening
HOW TET AFFECTS SOCIAL DEVELOPMENT
Students work for intrinsic rewards Non blameful, non judgemental discussions
supports students self esteem, minimises resistance
Students learn empathy Develops emotional maturity Develop respect for rights of self and others
HOW TET AFFECTS MORAL DEVELOPMENT?
CIRCLE TIME
NEGATIVES (MISHIKO)
IF THESE DISRUPTIONS OCCUR IN THE CLASSROOM WHO DO YOU THINK WOULD ‘OWN’ THE PROBLEM,?
A.The teacherB.The studentC.The parentsD.The schoolE.All of the above
HOW MUCH OF TET WOULD YOU INCORPORATE INTO YOUR CLASSROOM BEHAVIOUR MANAGEMENT PLAN?
A. A lotB. Quite a bitC. SomeD. Not muchE. None