All rights reserved1 NSS Enriching Knowledge for the Liberal Studies Curriculum: Personal...

All rights reserved 1

NSS Enriching Knowledge for the Liberal Studies Curriculum:

Personal Development and Interpersonal Relationships Series (1):

How Do Self Concept and Communication Style Affect Teenagers’ Interpersonal Relationships?

Chan, Raymond M. C. June 25, 2007 [email protected]

© 2007 Raymond MC Chan. All rights reserved


• Reflections from STP visits ….. Teaching mind map (F.2)

• Reflections from my teaching …..Teaching “Family Relationship and Communication”– Knowledge base for F.4– Assessment– Diversity of students’ ability– Competency (attitude, knowledge and skills) –knowledge

base / data collection / group work / data analysis / data presentation / self-management

Starter: My concerns in teaching LS


Students: What to learn?

Teachers: How to teach?


．．．如果基礎未打好即大談自我形象建立，人際關係，求職技巧，投資理財等，那是本末倒置而失卻了通識的真義．

李偉才 ( 28/7/05) ．有關通識教育的深層思考．明報．


〔議題探究〕是很好的輔助學習手段，但不應成為主要的學習手段．

李偉才 ( 28/7/05) ．有關通識教育的深層思考．明報．


缺乏堅實的知識基礎和宏觀的概念架構，議題探究會令學習流於瑣碎，

與整合目標背道而馳…李偉才 ( 28/7/05) ．有關通識教育的深層思考．明報．


《知識不足，通識「難讀」》• 初中課程的規畫，學校應確保這些基礎知識的教授，並提供足夠課時讓學生掌握知識、能力和價值觀；因為在高中階段，學生有需要運用這些學習內容來學習通識科。

• 學校若沒有作好這方面的準備，將會令預算用作教授通識科的課時，變為補充教授初中學習階段本應掌握的知識，此舉將會影響學生的學習進度．．．

• 通識科的考試要求，亦是假設學生已掌握初中學習階段及高中通識科的知識。


《知識不足，通識「難讀」》• 學校須確保三年的初中階段，已為教授跨領域的基礎知識提供充足的涵蓋面和課時。

• 培養通識科所需要的專題研習和思考能力固然重要，但這些能力不能在「知識真空」中建立；相反，在堅實和相關的知識情景當中培養這些能力，才是最有效的方法。

陳岡 (2007 年 6 月 19 日 ) 。《知識不足，通識「難讀」》。檢索日期： 2007年 6 月 23 日。網上文獻 : http://www.emb.gov.hk/index.aspx?langno=2&nodeID=6019


練招　　練功 Application Concept

? ?


練招不練功到老一場空


Focus: Knowledge basePart 1: Knowledge framework (http://www.ls.hkedcity.net/file/JS_matrix_e_20070112_with

%20cover.pdf)(http://www.ls.hkedcity.net/file/JS_matrix_c_20070112_with

%20cover.pdf)Part 2: Key conceptsPart 3: Suggested teaching strategiesPart 4: Example

Presentation outline


Mapping your teaching strategy

Knowledge framework

Self-conceptCommunication

Style

Interpersonal Relationship


Self-concept


Knowledge framework

Communication Style

Interpersonal Relationship



Knowledge framework

Knowledge

Skills

Attitude

Application of knowledge/ skills/

attitude in different contexts


Content related to the new curriculum (1)

Factors affecting one’s development, values and

beliefs;

Self-understanding through an objective

assessment of adolescent development

Identity and roles in different relationships


Content related to the new curriculum (2) Explanatory notes:

Understanding developmental challenges

Factors affecting self-esteem

Self-esteem, behaviour and aspirations

Acceptance of one’s limitations/ develop potential

s

Accurate self-perception


Self Concept

Mapping your teaching strategy Teaching framework

Effect of self concept on communication style

Effect of self concept on human relationship

“Self-concept” - an overview

Change of Self Concept

Influencing factorsKnowledge base

(Human relationship)Knowledge Base

(Human relationship)

Indicators ofHigh/low Self Concept


亞強，二十歲，年青積犯

一年級被訓導主任記小過一次，因偷禮台上同

學拾來的一元

二年級：被同學取笑，稱他為神偷，老師評語：情緒欠佳，常與同學打架，永不改過

小強，成長於雙親家庭，家中獨子，父親忙於工作，母為家庭主婦

中一：無心向學，開始結識異性，並成為部份同學的首領四年級：成績強差人意，對教

師態度惡劣，並因向教師粗言穢語，被記大過一次

中二：打同學，被母親發現偷竊家中財物

中四：失學，與有背景人物來往，參與犯罪活動，被判入教導所

中三：打老師，老師評為：性格品行偏差，難成大器．宜學習控制性緒


If you were Ah Keung,

Who are you?

How do you feel about yourself? Do you like yourself? Why or why not?

How do your friends feel about you?

What did your parents think about you? What are their expectations on you?

What did your teachers think you were like? Were they accurate in their evaluations? How did their feelings about you influence you?


Key conceptsKey concepts Self-esteem

- Self-image (Steinberg, 1999);

- How the individual feels about himself or herself (Steinbe

rg, 1999);

- Evaluative side of self-concept (Berk, 2002)

- Global evaluative dimension for the self (Santrock, 1998);

- Referred to as self-worth or self-image (Santrock, 1998)

- One’s impression or opinion of oneself (Rice, 1996)

- Has been called the “Survival of the soul” (Rice, 1996)


Key conceptsKey concepts Self-concept

- Domain-specific evaluations of the self (e.g., academic, athletic, appearance, etc.) (Santrock, 1998)

- Global entity: how people feel about themselves in general (Rice, 1996)

- Conscious, cognitive perception and evaluation by individuals of themselves (Rice, 1996);

- People’s thoughts and opinions about themselves (Rice, 1996)

Self-concept & self-esteem- No clear distinctions- Interchangeable terms (Wylie, 1969)


Low self-concept

High self-concept

Real self

Ideal self

Real self Ideal self


Self-concept: Think more …




Real self

Ideal self

High Self-concept

Low Self-concept


Positive indicators (Williams & Memo, 1983)

Gives others directives or commands

Uses voice quality appropriate for situation

Expresses opinions

Sits with others during social activities

Works cooperatively in a group

Faces others when speaking or being spoken to

Maintains eye contact during conversation

Initiates friendly contact with others

Maintains comfortable space between self and others

Little hesitation in speech, speaks fluently


Negative indicators (Williams & Memo, 1983)

Puts down others by teasing, name-calling, or gossiping

Uses gestures that are dramatic, or out of context

Engages in inappropriate touching or avoids physical contact

Gives excuses for failures

Glances around to monitor others

Brags excessively about achievements, skills, appearance

Verbally puts self down

Speaks too loudly, abruptly, or in a dogmatic tone

Does not express views or opinions, especially when asked

Assumes a submissive stance


Factors contribute to the development of a positive self-concept

self-conceptRace and nationality

Paternal relationship

Birth order

Physical disabilities

Significant others

Parental interest,

concern, and discipline

Maternal relationship

Divorced families

Socioeconomic status

Parental relationships

Gender differences

Stress


Discussion:Adolescents and the schools

1. How did the schools influence, both positive and negative, the development of the students’ self-esteem?

- The education policy- The school system- In the classroom

2. Suggestions for improvement3. Assuming that one of your friends …, will you

still …, (Why? If you want to help, how can you help?)


亞強，二十歲，年青積犯

一年級被訓導主任記小過一次，因偷禮台上同

學拾來的一元

二年級：被同學取笑，稱他為神偷，老師評語：情緒欠佳，常與同學打架，永不改過

小強，成長於雙親家庭，家中獨子，父親忙於工作，母為家庭主婦

中一：無心向學，開始結識異性，並成為部份同學的首領四年級：成績強差人意，對教

師態度惡劣，並因向教師粗言穢語，被記大過一次

中二：打同學，被母親發現偷竊家中財物

中四：失學，與有背景人物來往，參與犯罪活動，被判入教導所

中三：打老師，老師評為：性格品行偏差，難成大器．宜學習控制性緒

You can add information to this case

for assessment purpose!


Round up: Ah KeungAnalyze the development of his self-

concept …Evaluate Ah Keung’s Self-esteem …What are the indicators (behavior pattern) of Ah

Keung’s low self-esteem? Factors affecting Ah Keung’s self-esteem include

…… Questions about communication style /

interpersonal relationship


Communication Style


accept individual difference in communication / Social facilitation

Identify your communication style

Enhancing your communication skills

Cope with conflicts


Motivation• Song/audio/video/game/newspaper cuttings/personal sharings

Key learning foci• Knowledge: Transactional analysis / communication style / three eg

o state in communication / understand one’s communication style

• Skills: Communication skills / coping with conflicts /

• Attitude: accept individual difference in communication / Social facil

itation

CommunicationSuggested learning strategies


Exercise 1

Review your own communication

style


Parent ego stateParent ego state- Unquestioned or imposed events & values

perceived by a person- Attitude, behaviour & events from parents- Data in the PARENT was taken in and

recorded “straight” without editing- Two types:

Types Characteristics Too Much

CriticalParent

Assertive, directing, limiting,making rules, enforce one’svalue systems, moral & belief

Dictatorial

NurturingParent

Empathetic, promotes growth Smothering


Adult ego stateAdult ego state- Not related to a person’s stage- From reality- Objective gathering of information- An ego state oriented toward

objective, autonomous data-processing and probability - estimating (rational, unemotional, computer-like, objective, factual, precise, accurate, non-judgmental)

- Constant Adult: an analytical bore- Can change and help P & C- Balance between P & C


Child ego stateChild ego state

- All impulses that come naturally to a child before 7 years old

- Feelings aroused by the interaction between children and outside world

- Three types


Types Characteristics Too Much

NaturalChild

(FreeChild)

- untrained infant in each of us

- natural, impulsive, pleasure-seeking, self-loving, expressive,curious, playful, affectionate,sensuous, uncensored, fearful,indulgent, self-centered, rebellious

Out of control

Littleprofessor

- unschooled wisdom of a child

- intuitive, manipulative, creativeManipulation

Adapted

Child

- modification of natural child afterparental training

- conforming, compromising,adapting, easy to get along with,complaint

Guilty,Depressed,robotlike


Example 1: Example 1: 你男朋友在與你晚餐時，他不小你男朋友在與你晚餐時，他不小心地弄污了他的名貴領呔：心地弄污了他的名貴領呔：

- 你成日係咁，咁煩！再係咁下次唔同你出街！- 慘啦，你條呔好貴架！- 你有冇事呀！下次小心一點


Example 2: Example 2: 你班中的一位同學得到一份很好你班中的一位同學得到一份很好的工作：的工作：

- 好叻咩！睇你做得多久！- 真係想唔到，梗係靠人事關係得來的！- 佢平時已經咁醒，難怪有這麼多機會！


Example 3: Example 3: 你的同學不見了你借給他看的參你的同學不見了你借給他看的參考資料，而這份資料是導師借給你的：考資料，而這份資料是導師借給你的：

- 點解你唔好好放好這重要文件，你要負責呀！- 唔關我事，唔係我唔見的！- 你唔使太繄張，唔見左就慢慢搵，真係搵唔到的話，我們先同導師解釋啦！


Exercise: Identify your own ego stateExercise: Identify your own ego state

Group 1: 固定的家長：你肯定在許多情況下，讓你的家長心態不合時宜地流露出來！

Group 2: 終身孩童：你的孩童心態太大，而這種心態不但影響你的自信心，還會使人不敢委你以重任

Group 3: 永久的成年人：你不會強烈地享受人生，人家更會說你是悶蛋一名


The heart of TA

Defined as a unit of human communication or as a stimulus-response connection between two people’s ego-states


Parent

Adult

Child

Parent

Adult

Child

Complementary transaction


The response of one person to another is “appropriate and expected ad follows the natural other of healthy human relationship (Berne, 1964)

The lines of communication are open, and people can continue transacting with one and other

Vectors are parallel



『亞 Joe ，不知你可否在星期一之前將這次的會議紀錄整理好呢？』

『我近來比較多功課，可否在星期一上午交給你呢？』



Parent

Adult

Child

Parent

Adult

Child

Cross transaction


Crossed transaction

One of the parties gives a response which is unexpected when this occurs, communication is blocked

Vectors are crossed


『亞 Jack ，無論如何你都要在星期一之前將這次的會議紀錄整理好！』

『你到底知不知道我有多少功課要做？你這樣迫我也沒有用的，（非常不滿地說）我試下喇，但唔知做不做到的。』

Crossed transaction


Parent

Adult

Child

Parent

Adult

Child

Ulterior transaction


Ulterior (Covert) transaction

Effect at two levels (social and psychological) Involve more than one ego state of each

person and are basically dishonest A person says one thing but means another An ambiguous stimulus


『亞 May，不知你可否在星期一之前將這次的會議紀錄整理好呢？』（你做事不知時間，我一定要提醒你星期一交）

『我近來比較多工作，可否在星期一上午交給你呢？』

（十分不悅）『不可以！請你無論如何在星期一前交給我。』（好聲好氣同你講，你總係以為我．．．）

Ulterior (Covert) transaction


都唔知你識唔識教書！

唯有將勤補劣啦！

班學生成績咁差，你有無方法補救？

校長，你有甚麼高見？

大佬，我咁勤力，你都唔滿意？太過份啦！

使唔使我教埋你點做？

我明白你的難處，但係你都應該想想辦法．．．有甚麼比較直接的方法呢？正題啦！

唉，受人二分四，補就補啦

或者我可以在放學後留多一點時間，為那些程度比較低的．．．


唔知點樣可以幫到他

呢？

班學生成績咁差，你有無方法補救？

校長你有無高見？

我已經十分努力，奈何。他是校長，應認可以

有好的建議

我相信比較直接的補習好一點

我明白你的難處，但係你都應該想想辦法．．．有甚麼比較直接的方法呢？

這似乎是目前的唯一方法，雖然辛苦一點，但為了學生成績，

好吧！

或者我可以在放學後留多一點時間，為那些程度比較低的．．．


1. Challenge irrational expectations

• Interactions led to increase satisfaction

• At least partly acknowledging others’ points of

view

• Carefully listening to accusations

• Understanding how others feel, even in the

heat of the argument

• Compromising

• Changing one’s view

CommunicationWays of coping with conflict (1) (Rathus & Nevi, 1995)


2. Negotiate difference

3. Make a contract for exchanging

new behaviors

4. Increase interactions

5. Communicate: enhance your

communication skills

CommunicationWays of coping with conflict (2) (Rathus & Nevi, 1995)


• How to get started

• How to listen

• How to learn about others’ needs

• How to make requests

• How to deliver criticism

• How to receive criticism

• How to cope with impasses

CommunicationEnhancing communication skills (3)(Rathus & Nevi,

1995)


Relationship


Knowledge

Skills

Attitude

Application of knowledge/ skills/

attitude in different contexts


(Suggested) Learning objectivesKnowledge (1)

What leads to friendship and attraction?What is “Love” ?What is “Unhealthy relationship”?What enables close relationships?How do relationships end?Stages in relationships

Content analysis (In the new curriculum and assessment guide (Jan, 2006))


(Suggested) Learning objectivesKnowledge (2)

Conflicts in a relationshipFactors influencing the quality of communicationDifferent formats of communicationUnderstand one’s communication styleFactors promoting effective communicationFactors affecting one’s community involvement

Content analysis (In the new curriculum and assessment guide (Jan, 2006))


(Suggested) Learning objectives

Skills (1)

Basic communication skills

Develop appropriate skills for starting and maintaining a relationship

Skills to reject/ postpone/ end an unhealthy relationship (e.g., Love at early adolescents, fraternities and sororities)

Part 1: Content analysis (In the new curriculum and assessment guide (Jan, 2006))


(Suggested) Learning objectivesSkills (2)

Develop appropriate skills to cope with conflict in a relationshipDevelop one’s sensitivity to communicate with people with different background (gender, age, ethnic background, culture, etc.)Able to select appropriate activities for community involvement



(Suggested) Learning objectivesAttitude (1)

Understand the effect of group norms and social pleasure and react appropriatelyAble to resist against group thinkAccept one’s strength and limitations in cultivating friendshipsUnderstanding one’s communication style and identify areas for improvement



(Suggested) Learning objectivesAttitude (2)

Accept and understand personal role and responsibility in the communityUnderstand possible trade-offs between social harmony and individual freedomSense of belonging, self-respect and respect for others in different relationships Respect people with different background (gender, age, ethnic background, culture, etc.)



Relationship


“Relationship” - an overview

Self-understanding (Quality of “good friend”)

Types of “relationship”

Influencing factors

From “friend” to “lover” – Fulfilling your basic needs

Relationship with others: Group influence


Confirmity • Group pressure

• Being an individual within community

Interpersonal relationship Example: Suggested learning tasks

Relationship with others: Group influence• Effect of self-concept• Effect of communication style


Group influence• Social facilitation• Social loafing• Deindividuation• Group polarization• Group think• The minority in the society

Interpersonal relationship Suggested learning tasks


• What are the learning objectives?

(Knowledge/skills/attitude)

• Motivation exercise

• Key concepts

• Suggested activities

• Self-reflection: what is your personal style?

• Reflections (attitude change/ behavior change) -

Relationship with your (friend/family members):

Ethical dilemma and possible solutions

Interpersonal relationship Suggested teaching strategies


End ofPart 1

All rights reserved1 NSS Enriching Knowledge for the Liberal Studies Curriculum: Personal...

Documents

Transcript of All rights reserved1 NSS Enriching Knowledge for the Liberal Studies Curriculum: Personal...