building encouraging classroom leadership communication

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LEADERSHIP COMMUNICATION WITH THE GROUP Source: Guidance Approach For The Encouraging Classroom 4 th Ed. By: Dan Gartrell, Ed.D. BUILDING THE ENCOURAGING CLASSROOM LECTURER: MARY GRACE S. TERMULO, Ph.D. CONTACT: +639152570012; [email protected] Text your name and school. Two delegates will receive a simple gift later. Handouts will be given at the end of the session.

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LEADERSHIP COMMUNICATION WITH

THE GROUPSource: Guidance Approach For The Encouraging

Classroom 4th Ed.By: Dan Gartrell, Ed.D.

BUILDING THE ENCOURAGING

CLASSROOM

LECTURER: MARY GRACE S. TERMULO, Ph.D.CONTACT: +639152570012; [email protected]

Text your name and school. Two delegates will receive a simple gift later.

Handouts will be given at the end of the session.

LEADERSHIP COMMUNICATION

The communication techniques used by the teacher to positively manage the group and to build positive relations with each child, and to reduce mistaken behaviour.

B. THE CONCEPT OF MISTAKEN BEHAVIOUR

MANAGING STRONG EMOTIONS

• Time• Modelling• Teaching by caring adult

ELEMENTS OF GROUP-FOCUSED LEADERSHIP COMMUNICATION: Establishing leadership by being firm and friendly.

Creating guidelines instead of rules.

Using encouragement instead of praise.

Discussing inclusively.

Holding regular class meetings.

Teaching friendliness.

A. ESTABLISHING LEADERSHIP

LEADERSHIP COMMUNICATION WITH THE GROUP

How does the teacher establish leadership in the encouraging classroom?

CONVENTIONAL APPROACH TO ESTABLISHING LEADERSHIP

Teacher May fixate on assertion of will

May lose faith in more positive teaching practices

Takes the role of disciplinarian

Student Suffers from negative encounters

May receive lasting damage to self-esteem

A. ESTABLISHING LEADERSHIP

GUIDANCE APPROACH TO ESTABLISHING LEADERSHIP

A. ESTABLISHING LEADERSHIP

MAIN POINTS

An encouraging classroom is one in which the teacher sets and maintains clear limits at the same time as reinforcing a sense of belonging, self-esteem, and self-control.

As soon as the teacher and class come together, the teacher establishes leadership, but in a way that values children and teaches them to value each other.

In such an environment, much mistaken behaviour becomes unnecessary.

A. ESTABLISHING LEADERSHIP

B. GUIDELINES, NOT RULES

LEADERSHIP COMMUNICATION WITH THE GROUP

Why are guidelines, not rules, important in the encouraging classroom?

B. GUIDELINES, NOT RULES

ABOUT RULES

B. GUIDELINES, NOT RULES

ABOUT RULES

B. GUIDELINES, NOT RULES

PROBLEM WITH RULESTEACHER AS TECHNICIAN

EFFECT OF PUNISHMENT

B. GUIDELINES, NOT RULES

B. GUIDELINES, NOT RULES

Response taken by the adult should “fit” a child’s mistaken act.

Used as the last resort.

Usefulness in the Guidance Approach:• The consequence is logical

to the child as well as to the adult.

• The consequence is not set beforehand.

LOGICAL CONSEQUENCES

B. GUIDELINES, NOT RULES

B. GUIDELINES, NOT RULES

The adult teaches what productive behaviour is; they do not just admonish against mistaken behaviour.

Alternatives:• Present guidelines during

orientation• Construct guidelines as

the situations arise (through class meetings)

THE BENEFITS OF GUIDELINES

B. GUIDELINES, NOT RULES

B. GUIDELINES, NOT RULES

Benefits of student involvement:• Active involvement• Reflection• Meaningful connections• Respect for rules• Sense of community• Problem solving through

negotiation• Cooperation• Inductive thinking• Ownership

CREATING GUIDELINES

B. GUIDELINES, NOT RULES

B. GUIDELINES, NOT RULES

How to involve small children through discussion: Why the guideline is

important Why we might not be able

to follow it What we can do if we

forget and make mistakes

CREATING GUIDELINES

B. GUIDELINES, NOT RULES

B. GUIDELINES, NOT RULES

They supportively educate children to standards of behaviour.

They allow teachers a range of choices and so empower them to be professionals.

REASONS FOR USING GUIDELINES

MAIN POINTS

Rules tend to be stated in negative terms and have present consequences.

Rules institutionalize the use of punishment, fail to respond adequately to the complexities of situations, and reduce the role of the teacher to a technician.

Guidelines educate children toward productive behaviour.

Helping to formulate guidelines increases children's ownership of the guidelines and their sense of belonging in the class.

Guidelines allow the teacher the range of choices appropriate for a guidance professional.

B. GUIDELINES, NOT RULES

C. ENCOURAGEMENT

LEADERSHIP COMMUNICATION WITH THE GROUP

Why is encouragement more appropriate than praise?

DIFFERENTIATION

C. ENCOURAGEMENT

EXAMPLE OF PRAISE

Target Conformity of the group; not individual recognition

Exclusion Others feel slighted because they were not praised for working hard.

Reaction Resentment toward Joshua for being praised.

Result 1 Dependent on teacher for evaluation instead of doing self-evaluation.

Result 2 Students become uneasy about being singled out next.

Result 3 Mixed feelings for Joshua: embarrassed for public praise, pressure to perform well again.

“Children, see what a good worker Joshua is!”

C. ENCOURAGEMENT

OUTCOME OF PRAISE

C. ENCOURAGEMENT

TYPES OF ENCOURAGEMENT

C. ENCOURAGEMENT

EFFECT OF PUBLIC ENCOURAGEMENT

The teacher gave a self-report:Described the event being

recognizedGave a personal response (I-

message)

No child was singled out

The teacher avoided institutionalizing “winners” and “losers”

The group feels a positive group spirit.

The students were empowered to evaluate their efforts.

“You are working very hard on your journals today. Many special story-pictures are being made. I am proud of you all.”

C. ENCOURAGEMENT

EFFECT OF PRIVATE ENCOURAGEMENT

The teacher gave a self-report:

Described the event being recognized

Gave a personal response (I-message)

The encouragement was really meant for one person.

The person can evaluate her work.

She feels positively about working again.

“You are building a castle, Julia. It has towers and walls and windows and doors. I am impressed.”

C. ENCOURAGEMENT

ENCOURAGEMENT – WHAT TO SAY

Why is encouragement more appropriate than praise?

GOOD JOB!

C. ENCOURAGEMENT

Why is encouragement more appropriate than praise?

STARTER STATEMENT

C. ENCOURAGEMENT

Why is encouragement more appropriate than praise?EFFECT OF

ENCOURAGEMENT

C. ENCOURAGEMENT

Why is encouragement more appropriate than praise?

ENCOURAGEMENT OR BRIBERY?

They are used more for praise than encouragement.

They are difficult to give privately.

Builds dependency on the teacher.

Demean the intrinsic worth of the learning activity.

STICKERS AND SMILEY FACES

Personal encouragement

is more appropriate for young children.

C. ENCOURAGEMENT

Why is encouragement more appropriate than praise?

ENCOURAGEMENT OR BRIBERY?

Save the use of stickers for children with pronounced need.

Level Three Mistaken Behaviour Give privately and with

explanation Phase out when noticeable

progress is made

Use stickers to celebrate not evaluate. Give to everyone for the group’s accomplishment.

STICKERS AND SMILEY FACES

Personal encouragement

is more appropriate for young children.

C. ENCOURAGEMENT

Why is encouragement more appropriate than praise?

PRAISE After the child struggled publicly and persevered.

Classroom recognition when everyone takes a turn.

When is it appropriate?

C. ENCOURAGEMENT

MAIN POINTSPraise rewards achievements, often is used to

manipulate the group, and fails to distinguish between personality and deeds.

Encouragement empowers effort; does not single out or evaluate personalities; gives specific , positive feedback; and builds an encouraging environment.

Public encouragement is directed to the group, private encouragement to the individual.

Teachers are mastering the technique of encouragement when they can comment on details in children’s efforts in ways that encourage interaction with the child.

C. ENCOURAGEMENT

E. DISCUSSING INCLUSIVITY

LEADERSHIP COMMUNICATION WITH THE GROUP

Why is discussing inclusivity important?

D. DISCUSSION INCLUSIVITY

DISCUSSING INCLUSIVELY

The teacher listens.

She does not discard comments that seem out of context.

D. DISCUSSION INCLUSIVITY

CLASSROOM ANECDOTE 1

With the coming of spring, a kindergarten class had finished a dinosaur unit and was well into hatching chicken eggs. In a discussion the class talked about how baby chickens right away know to peck for food. The teacher asked if anyone knew what the word instinct meant. One child raised her hand and announced, “That’s like dinosaurs ‘cause they're not alive any more.”

HOW WOULD YOU REACT?

D. DISCUSSION INCLUSIVITY

CLASSROOM ANECDOTE 1

The teacher started to call on another child then turned to the first child and thanked her for the comment. With an impressed smile, the teacher explained to the class the difference between instinct and extinct. In an instant the child changed her expression from concern to smile.

WHAT MADE THE CHILD

HAPPY?

D. DISCUSSION INCLUSIVITY

GUIDANCE APPROACH

The teacher needs to make the discussion interesting so that children will want to participate.

Children do not listen when: Content and delivery has no

relevance There is possibility of

embarrassment in public correction

Children listen when diversity of ideas and opinions are accommodated.

WHEN THE CHILD DOES

NOT APPEARE TO BE

LISTENGING

D. DISCUSSION INCLUSIVITY

CLASSROOM ANECDOTE 2

A teacher was reading the classic Harry the Dirty Dog to her new first-grade class. A new girl the teacher hadn’t gotten to know yet raised her hand and said, “Teacher, we got a canary at our house.”

WHAT WILL YOU DO AT

THIS POINT?

D. DISCUSSION INCLUSIVITY

CLASSROOM ANECDOTE 2

The teacher decided to use reflective listening and repeated the girl’s comment, “Rita, you have a canary?”

“Yes,” said Rita, “And last night it was dirty so me and my dad gave it a bath, and then it was cold, so we put new newspapers in its cage and put it by the radiator, and this morning its feathers was soft and warm and fluffy.”

WHAT WILL YOU DO AT

THIS POINT?

D. DISCUSSION INCLUSIVITY

CLASSROOM ANECDOTE 2

The teacher noted Rita’s “application of relevant ideas,” and thanked her .

Another child then chipped in, “Guess what, teacher, we have two canaries!”

The teacher, who knew this, said, “Yes, Ramon, you do.” She then added, “You know what, everybody? Let’s see what’s going to happen to Harry, because he needs a bath just like Rita’s canary din. As soon as we finish the book, we’ll talk more about pets and whether you give them baths.

WHAT WILL YOU DO AT

THIS POINT?

D. DISCUSSION INCLUSIVITY

CLASSROOM ANECDOTE 2

She finished the book, and resumed the discussion, beginning with Ramon. She then had the class write and/or draw in their journals about when they gave or might give a pet a bath. The children worked hard on their journals, and shred them at language arts focus time the next day.

WHAT WILL YOU DO AT

THIS POINT?

MAIN POINTS

In group situations, as well as with individuals, the teacher listens. She goes beyond a preoccupation with right or wrong answers and who is and is not listening.

Instead, the teacher works to make class discussions opportunities for engagement by children through welcoming all perspectives in a mutually respectful atmosphere.

By discussing inclusively with children, the teacher is building an encouraging learning environment.

D. DISCUSSION INCLUSIVITY

F. CLASS MEETINGS: HOW THEY BUILD THE

ENCOURAGING CLASSROOM

LEADERSHIP COMMUNICATION WITH THE GROUP

How do class meetings build the encouraging classroom?

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

TWO TYPESCIRCLE TIME CLASS MEETING

CIRCLE FORMATION

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

PURPOSE OF TWO TYPES

CIRLCE TIME

To open activity, weather, calendar, lunch count, finger plays, songs, stories, and lead-in for the day’s academic program

CLASS MEETING

To encourage reflection and sharing of children and teachers about their experiences, needs, concerns, and triumphs

To establish a sense of belonging within the group, conduct class business, and to solve problems that arise.

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

GUIDELINES FOR CLASS MEETINGS

GENERAL

Anyone can talk

Take turns and listen carefully

Be honest

Be kind

FOR TEACHERS

Support each child in the expression of his views

Maintain a positive, caring focus

Personal situations may require private remedies

Meetings are to solve problems, not create them

Building encouraging community that include everyone

Class meetings become a primary

method for teaching democratic life skills.

CLASSROOM ANECDOTE 3

A prekindergarten teacher held an afternoon class meeting before going home. Marcie explained to the class that there were some problems happening on the climber during playtime and asked if some children could share about them.

WHAT REMINDERS

WILL YOU SAY TO THE

STUDENTS BEFORE THEY

SHARE?

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

CLASSROOM ANECDOTE 3

One child said, “I got bumped on the top and I nearly falled off.”

Another child said, “Somebody stepped on my fingers when I was climbing up.”

A third child stated, “I was going down the slide and someone was comin up and I bumped him.”

WHAT WILL YOU DO AFTER HEARING THE

SHARING?

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

CLASSROOM ANECDOTE 3

One child said, “I got bumped on the top and I nearly falled off.”

Another child said, “Somebody stepped on my fingers when I was climbing up.”

A third child stated, “I was going down the slide and someone was comin up and I bumped him.”

WHAT WILL YOU DO AFTER HEARING THE

SHARING?

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

CLASSROOM ANECDOTE 3

Marcie helped the children discuss the problem a bit more. Then (rather than take the climber down) she asked, “How can we solve this problem so no one gets hurt and we can use the climber safely?”

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

CLASSROOM ANECDOTE 3

She wrote down the children’s ideas, stating them positively, as guidelines:1. We sit or crawl on the top

and do not stand.2. We give other people room,

like when they are climbing up.

3. We go down the slide, except on Fridays. (Marcie really liked this suggestion because she wanted them to practice awareness of the calendar.)

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

CLASSROOM ANECDOTE 3

Marcie slowly read the guidelines back to the children. The children agreed that they would follow them. She “ceremoniously” posted them by the climber. For a few days, she or another adult stayed close to the climber and provided reminders about the guidelines. The children soon had memorized them and reminded each other.

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

CLASS MEETINGS / MAGIC CIRCLE

Glasser Model

Identify problems and work toward solutions

No faultfinding by participants

Honest opinions are stated and respected

Wolfgang’s Model

There are no right or wrong answers

Every child can participate without fear of correction

Reduce personal judgments

Use reflective statements to affirm what the student said or meant

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

GLASSER’S TYPES OF CLASSROOM MEETINGS

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

WHEN TO HAVECLASSROOM MEETINGS

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

DISCUSSION SKILLS IN CLASS MEETINGS

CLASSROOM ANECDOTE 4

In Vicky’s kindergarten class, Gary wet his pants. A volunteer took Gary to the nurse’s office where extra clothes were kept.

WHAT WILL YOU DO?

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

CLASSROOM ANECDOTE 4

Vicky overheard some of the children talking about Gary and decided it was time for a class meeting. She explained to them what had happened. She then told a story about when she was a little girl, she wet her pants too and felt very embarrassed. She said people sometime have accidents, even adults, and it’s important that we be friendly so they don’t feel badly. Vicky then paused and waited for a response.

WHAT DO YOU THINK

HAPPENED?

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

CLASSROOM ANECDOTE 4

The children began to share similar experiences they remembered. When Gary came back to the room, another child smiled at him and said, “It’s OK, Gary; last time I wet my pants too.”

Other children said, “Me, too.” Looking greatly relieved, Gary took his seat. The class got back to business.

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

SPECIAL CONCERN 1

CLASS MEETINGS &

LEVEL THREE MISTAKEN BEHAVIOR

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

AVOID EMBARRASSMENT

MAIN POINTS

Class meetings are held to maintain a sense of community, carry on the business of the class, and solve classroom problems.

Scheduled class meetings occur most often at the beginning and en of the day.

The teacher calls unscheduled meetings when events cannot wait.

Guidelines such as the need to be respectful of others make lass meetings positive and productive experiences.

Even with preschoolers, class meetings build the encouraging classroom.

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

F. ENCOURAGING FRIENDLINESS

LEADERSHIP COMMUNICATION WITH THE GROUP

How does the adult teach friendliness in the encouraging classroom?

SPECIAL CONCERN 2

EVALUATING RELATIONSHIPS

F. ENCOURAGING FRIENDLINESS

SPECIAL CONCERN 2

ADDRESSING CLIQUES &

SQUABBLING

F. ENCOURAGING FRIENDLINESS

SPECIAL CONCERN 3

BEING INCLUSIVE

F. ENCOURAGING FRIENDLINESS

MAIN POINTS

Beginning with class meetings, the teacher acquaints children with the pain of being stigmatised buy others.

She models and encourages friendly inclusion in all classroom activities.

The teacher uses active leadership, especially during conflicts, to teach children that while they can choose their own friends, they need to be friendly to all.

F. ENCOURAGING FRIENDLINESS

G. LEADERSHIP COMMUNICATION

WITH PARENTS

LEADERSHIP COMMUNICATION WITH THE GROUP

How does leadership communication with parents build and maintain partnerships?

G. LEADERSIP COMMUNICTION WITH PARENTS

SPECIAL ACTIVITIES

Send welcome letters.

Give special invitation for parents to observe the first day of classes.

Call each family on the first night of school.

Hold an orientation meeting.

Have parent conferences during the first month.

Invite parents to be involved in school programs.

Assist parents to find tasks in the classroom they are comfortable doing.

Send thank you notes.

SPECIAL CONCERN 4

Send “happygrams”

Discuss the content with the students.

This will improve delivery rate.

For serious matters, it is best to have a conference rather than send a letter.

WRITTEN NOTES

G. LEADERSIP COMMUNICTION WITH PARENTS

SPECIAL CONCERN 5

Have “happytalks”

Use the compliment sandwich when inviting parents for conference over the phone.

For serious matters, it is best to have a conference rather than send a letter.

TELEPHONE CALLS

G. LEADERSIP COMMUNICTION WITH PARENTS

SPECIAL CONCERN 5

Consider convening a parent committee to help plan meetings.

Assess parents’ interest and needs.

Make planned preparations for meetings.

Get the word out about the meeting.

Follow the guidelines for meetings.

Include the parent committee and/or all involved to assess how the meeting went.

SUCCESSFUL PARENT

MEETINGS

G. LEADERSIP COMMUNICTION WITH PARENTS

SPECIAL CONCERN 5

Short greetings, overview of the program.

Icebreaker activity to help parents relax.

Main activity: Lecture Panel discussion Open discussion Video

Closing activity Small group discussion Question and answer Summary Snacks

Parents leave with projects, handouts, flyers, thank you card.

GUIDELINE FOR PARENT

MEETINGS

G. LEADERSIP COMMUNICTION WITH PARENTS

SPECIAL CONCERN 6

PREPARATIONvenuerecords

CONDUCTStart with “I” messagePresent materialsUse reflective listeningUse compliment sandwichHave a follow up plan

EVALUATION

PARENT CONFERENCE

G. LEADERSIP COMMUNICTION WITH PARENTS

SPECIAL CONCERN 6

PITFALLS TO AVOID Technical terms and

jargon. Use simple words. “Expert” role. Describe

events and trends. Negative evaluations of a

child’s capabilities Unprofessional comments.

Respect principle of confidentiality.

Flat-out advice. Offer alternative suggestions.

Instant problem-solving. Decide on a cooperative plan.

PARENT CONFERENCE

G. LEADERSIP COMMUNICTION WITH PARENTS

MAIN POINTS Leadership in communication with parents lies with the teacher.

Five types of leadership communication with parents are: notes home, electronic communication, telephone calls, parent meetings, and parent-teacher conferences.

Notes, emails and telephone calls are best used to deliver happy programs that recognize children's progress, provide necessary information to parent, and set up conference follow up.

Telephone calls are most direct and can also be used as conference follow –ups. Parent meetings take planning, often done with a parent committee.

Parent conferences have three phases: preparation, conduct, and evaluation.

G. LEADERSIP COMMUNICTION WITH PARENTS