N ON -D IRECTIVE I NTERVENTION T HEORIES Carl Rogers – Humanism Dr. Thomas Gordon – Teacher...

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