Transcript Peer Educators and the Gibb`s Communication Model

Finding Common Ground:
Peer Educators and the Gibb’s
Communication Model
COLLEGE READING AND LEARNING
ASSOCIATION CONFERENCE
PORTLAND, OR
THURSDAY, NOVEMBER 1, 2007
Communication Model
Destructive
Supportive
Evaluate
Describe
Control
Assist
Manipulate
Facilitate
Superior
Equal
Certain
Possible
Indifference
Empathy
Dimension 1
Evaluate Describe
Language of Evaluation
“Look at this sentence. Your grammar is
wrong here. You connected these two
sentences with a comma, making a
comma splice error. . .”
Language of Description
“I see a comma error in this sentence,
but I can show you how to easily
correct it. See how these two main
clauses are connected with just a
comma? How could the sentence be
revised?”
Describe vs. Evaluate
Problem with language of evaluation:
Destructive “you” language
Solution with language of description:
Separate student from problem
Dimension 2
Control Assist
Control or Assist
Language of Control
“Instead of using the word ‘eventuate,’
use ‘transpired.’ It works better and
eventuate is just confusing.”
Language of Assistance
“The word ‘eventuate is hard for me to
understand in this sentence. Let’s look
up the word and make sure it’s the one
you want to use.”
Control vs. Assist
Problem with language of control:
Ownership shifts to the tutor
Solution with language of
assistance:
Student owns ideas and language
Dimension 3
Manipulate Facilitate
Language of Manipulation
“You haven’t bothered to come to the last
few meetings, so I wonder about your
commitment [to the mentoring
program].”
Language of Facilitation
“We’ve missed you at our meetings
lately. Let’s talk about it.
Manipulate vs. Facilitate
Problem with manipulative
language:
Creates negative feelings
Solution with facilitative language:
Acknowledges problem and creates space
for problem-solving.
Dimension 4
Superior
Equal
Language of Superiority
“So, in class we talked about the PC
movement, and what you are saying is
that forcing people to use politically
correct terminology creates
resentment. I remember when I used to
think like that, too. Once we cover
what all the movement entails, I’m
sure you will understand the issue”
Language of Equality
“So, in class we talked about the PC
movement, and what you are saying is
that forcing people to use politically
correct terminology creates
resentment. Can you tell me what
ideas you will use to support your
position? Then, I can give you some of
the opposing viewpoints and you can
refute them.”
Superior vs. Equal
Problem:
Tutor dominates the ideas
Solution:
Tutor stimulates thought so students can
actively participate
Dimension 5
Certain
Possible
Certainty
Language of Certainty
“You didn’t mean to say that our justice
system always makes fair and ethical
decisions, right? I can assure you that
the professor will count that wrong on
the test.”
Banking Model
Language of Possibility
“You just made an interesting comment
about the judicial system that is different
from the way it is presented in class. First,
let’s consider the implication of the word
‘always.’ How does that word impact the
meaning of your statement? Then, let’s
think of ways you might provide your
answer in an essay question format so
that you can show the teacher that you
understand the implications of your
position.”
Certain vs. Possible
Problem with language of certainty:
Tutor knows answer and encourages the
banking model of education
Solution with language of possibility:
Tutor encourages student understanding
and critical thinking. Inspires inquiry
learning.
Dimension 6
Indifference Empathy
Indifference vs. Empathy
Language of Indifference
“Dr. Smart E. Pants typically asks
questions that she didn’t cover in class.
To get a better grade next time, you’ll
just need to study the questions at the
end of the chapters more carefully.”
Language of Empathy
“I don’t blame you for being upset and
frustrated about your test grade. But
now that you know the way Dr. Pants
creates her exams, how do you think
we can better prepare for the next
exam?”
Indifference vs. Empathy
Problem with language of
indifference:
Dismisses student’s emotional reaction
to grades
Solution with language of empathy:
Acknowledges feelings and emotions and
keeps communication open
Communication Model
Destructive
Supportive
Evaluate
Describe
Control
Assist
Manipulate
Facilitate
Superior
Equal
Certain
Possible
Indifference
Empathy
Example 1: Evaluative Language
See right here? Your problem is
that you didn’t write enough. You
should have written more about the
fall of the Roman Empire.
Example 2: Controlling Language
You need to be focusing on how
militaristic the Romans were, not
on their artistic style.
Example 3: Manipulative Language
If you’re not going to follow the
study plan we created for you to use
at home, then you can’t expect to
do well in class.
Example 4: Superior Language
Yeah, but there is scientific
evidence that proves evolution
occurred. What kind of evidence do
you have?
Example 5: Certain Language
Surely you can see that morality is
the theme of this story. There is no
other interpretation that makes
sense.
Example 6: Indifferent Language
You’ll need to try harder to get a
babysitter for your kids next time;
otherwise you’ll just keep getting
behind.
Finding Common Ground:
Peer Educators and the Gibb’s
Communication Model
SOURCES
GIBB, J.R. (1961). DEFENSIVE COMMUNICATION. JOURNAL OF
COMMUNICATION, 11, 141-148.
GIBB, J.R. (1964). CLIMATE FOR TRUST FORMATION. IN L. BRADFORD,
J.GIBB, & K. BENNE (EDS.), T-GROUP THEORY AND LABORATORY
METHOD. (PP. 279-309). NEW YORK: WILEY.
GIBB, J.R. (1970) SENSITIVITY TRAINING AS A MEDIUM FOR PERSONAL
GROWTH AND IMPROVED INTERPERSONAL RELATIONSHIPS.
INTERPERSONAL DEVELOPMENT, 1, 6-31.
JOHNSON, R., CLARK, B., & BURTON, M. (2007). FINDING HARMONY IN
DISHARMONY: ENGINEERING AND ENGLISH STUDIES. YOUNG
SCHOLARS IN WRITING: UNDERGRADUATE RESEARCH IN WRITING
AND RHETORIC.
MENASSA, B.N. (2000) TRAINING WRITING CONSULTANTS TO UTILIZE
SUPPORTIVE BEHAVIORS. WRITING LAB NEWSLETTER, 24(8), 1 -5.
WOOD, J.T. (2006). COMMUNICATION MOSAICS. BELMONT,CA:
THOMSON/WADSWORTH.