Assignment 2
Introduction
Effective communication skill is one of the essential requirement for teacher. A range of specific skills such as active listening, I statements, open-ended questions, assertive responses, goal-setting, planning and selection of strategies, and plans for follow-up or referral is needed to develop effective communication between teacher and student that can promote student wellbeing. This essay aims to address issues in a proposed scenario and discuss recommended communicative strategies that teacher in the scenario should implement to respond to the student.
Scenario
Where: A large co-educational secondary school
Who: Maths teacher and student from Year 8 class. What: Teacher response to a student manifesting misbehaviour. …show more content…
According to Ramon (2008), it is essential to provide exited students the opportunity to talk through their side of the story and give them information to confront any irrational ideas regarding the appropriateness of their behaviour. The students thus can clearly identify the problem with their behaviour in class. The following dialogue is recommended to be conducted to deal with Steve in the scenario to help him to clarify his problem.
As the teacher saw the pen which had been thrown by Steve hit on Cindy. The dialogue between the teacher and Steve may start as follows.
T1: Steve, you are throwing a pen in the classroom that hit on Cindy. I would like you to have brief meeting with me at lunch time today, and we will talk about this. Thank-you.
When Steve come to see the teacher at the lunch time.
T2: Steve, I am glad that you made it. Good to see you here.
T3: Steve, I would like you to help me understand what happened in the class today.
S1. Hmm
T4: Steve, when you throw a pen in the classroom today, it hit on one of your classmate, and I get worried that she is hurt and the others will be scared to sit in the classroom.
S2: That’s because Max borrowed my …show more content…
The aim of this conversation is to allow Steve to ownership of both the problem and the solution. Therefore, the teacher needs to share his concern about the negative impact of “the throwing in the classroom” on others rather than telling him that this behaviour is not acceptable. And using assertive responses like “I” statement and “I” message are effective ways to let the student know his behaviour is creating a problem, and leaves him to be responsible for his problem (Ramon, 2008). According to Gordon (1977) and Ramon (2008), students often do not know how their behaviour is affecting others. Once they are convinced that their behaviour has a tangible and concrete undesirable effect on another, they may engage in solving it by modifying their behaviour. Furthermore, the use of “I” statement and “I” message may make Steve feel that the teacher’s feeling is being blamed on the effect of his behaviour but not on his behaviour (Gordon, 1977). For example, Steve may think that the teacher is not afraid of the negative of his behaviour but of the hurt and scare of his classmates. As a result of this, Steve might then become less defensive than if he felt that the teacher’s concern is directly related to his behaviour (Gordon,
Introduction
Effective communication skill is one of the essential requirement for teacher. A range of specific skills such as active listening, I statements, open-ended questions, assertive responses, goal-setting, planning and selection of strategies, and plans for follow-up or referral is needed to develop effective communication between teacher and student that can promote student wellbeing. This essay aims to address issues in a proposed scenario and discuss recommended communicative strategies that teacher in the scenario should implement to respond to the student.
Scenario
Where: A large co-educational secondary school
Who: Maths teacher and student from Year 8 class. What: Teacher response to a student manifesting misbehaviour. …show more content…
According to Ramon (2008), it is essential to provide exited students the opportunity to talk through their side of the story and give them information to confront any irrational ideas regarding the appropriateness of their behaviour. The students thus can clearly identify the problem with their behaviour in class. The following dialogue is recommended to be conducted to deal with Steve in the scenario to help him to clarify his problem.
As the teacher saw the pen which had been thrown by Steve hit on Cindy. The dialogue between the teacher and Steve may start as follows.
T1: Steve, you are throwing a pen in the classroom that hit on Cindy. I would like you to have brief meeting with me at lunch time today, and we will talk about this. Thank-you.
When Steve come to see the teacher at the lunch time.
T2: Steve, I am glad that you made it. Good to see you here.
T3: Steve, I would like you to help me understand what happened in the class today.
S1. Hmm
T4: Steve, when you throw a pen in the classroom today, it hit on one of your classmate, and I get worried that she is hurt and the others will be scared to sit in the classroom.
S2: That’s because Max borrowed my …show more content…
The aim of this conversation is to allow Steve to ownership of both the problem and the solution. Therefore, the teacher needs to share his concern about the negative impact of “the throwing in the classroom” on others rather than telling him that this behaviour is not acceptable. And using assertive responses like “I” statement and “I” message are effective ways to let the student know his behaviour is creating a problem, and leaves him to be responsible for his problem (Ramon, 2008). According to Gordon (1977) and Ramon (2008), students often do not know how their behaviour is affecting others. Once they are convinced that their behaviour has a tangible and concrete undesirable effect on another, they may engage in solving it by modifying their behaviour. Furthermore, the use of “I” statement and “I” message may make Steve feel that the teacher’s feeling is being blamed on the effect of his behaviour but not on his behaviour (Gordon, 1977). For example, Steve may think that the teacher is not afraid of the negative of his behaviour but of the hurt and scare of his classmates. As a result of this, Steve might then become less defensive than if he felt that the teacher’s concern is directly related to his behaviour (Gordon,