Transcript Tiger_Talkvfinal pwr pnt

Tiger Talk
Tiger Talk: Empathetic Cross-Cultural Communication for
Classroom Management
John Heyenga
Education 702.22 Seminar in applied theory and research 1.
Spring 2010
Table of Contents
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Introduction
Statement of Problem
Literary Review
Non-Violent Communication
Hypothesis
Bibliography
Introduction
• In NYC public schools, teachers and students often come
from diverse socio-economic backgrounds.
• They have problems with communication as a result.
• When the students’ behavior requires disciplinary response,
they often present challenges to the teachers.
• When the teachers respond with punishment, or expression
of frustration, the result is that the students take the
miscommunication to the next level.
• On the other hand, when the teacher responds with
authority, but calmly and supportively, the conflict can be
defused.
• Another way for the teacher to reach out to students is to
learn their style of communication.
Statement of Problem
• In struggling NYC public schools, students frequently
display profane language, transgress rules and
directions, and avoid academic work.
• At the same time, many of their teachers are from
very different cultural backgrounds and economic
sectors.
• When they communicate their rules and keep
discipline in a way alien to the culture of their
students, friction can result.
• Eventually, teachers’ responses to misbehavior may
become more punitive, even as discipline fails and
trust and communication break down.
Founders of Behaviorism
• Russian psychiatrist, Lev Vygotsky
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Theory of "proximal development."
• Founder of the Behaviorist school of
psychiatry, B.F.Skinner
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Communication performed for rewards.
• Noam Chomsky
• Language is more complex than just rewards.
• Innate cognitive abilities.
Articles on Intercultural Communication
• Chubbuck, S. M., & Zembylas, M. (2008). Effective emotions and
communications in an urban school.
• Grossman (2008) advises educators to notice the surrounding
environment in which the student lives. The article also gives advice
for educators on how to address and manage negative personal
feelings toward children.
• Rogers (1995) gives details on how to spot and deal with tricky
personalities in the classroom. This is a good article to inform the
educator on the frequency of repetitive problem behavior in the
classroom. Instead of believing the problem students exhibit are
unusual the author in facts details the commonality of these types of
behavior.
Articles on Empathy
• Brown (2005) “Congruent Communication,” "punitive" remarks tend
to fail with young adolescent students who are still developing their
adult modes of communication, as well as synaptic
connections. Instead teachers should practice building a strong
personal relationship with the student that develops mutual trust. “
• Ross, Bondy, Gallingane, and Hambacher (2008) have some useful
points on tone that relate closely to it. The thesis of their article is that
teachers should insist on students meeting established academic
and behavioral standards. Information on the purposes, structure,
and tone of insistence and the successful implementation of this
strategy in three low-income, mainly African-American, classrooms
on the first day of school is provided.
• MacNaughton, G., Hughes, P., & Smith, K. (2007). Ways to relate to
challenging students. The key is for the educator to try and start
anew with the students and relate to them in a way that positively
recognizes their differences.
Non-Violent Communication
“This approach to communication emphasizes compassion as the
motivation for action rather than fear, guilt, shame, blame, coercion,
threat or justification for punishment. In other words, it is about
getting what you want for reasons you will not regret later. NVC is
NOT about getting people to do what we want. It is about creating a
quality of connection that gets everyone’s needs met through
compassionate giving.”
(NVC website: http://www.cnvc.org/node/369)
Hypothesis: “Tiger Talk”
• Literary review shows that the majority of teachers and students
in cities use different cultural modes of communication.
• Literary review shows that discipline using punitive tones of
voice is not effective with these students.
• A tone of voice that is empathetic and soothing, but
authoritative, is more effective.
• When teachers employ the students' style of communication,
they can defuse conflicts before they begin.
• Hypothesis(HR1): The implementation of "Tiger Talk" (the
combination of cross-cultural communication styles and
empathetic tones) over 6 weeks, to a class of 24 6th graders in
the Bronx, will improve discipline and teacher-student
communication.
Method
• Project: Several lessons will be employed, such as: A compilation of “Tiger
Talk” vocabulary made from a communication survey of middle school
students in the Bronx. A code of empathetic responses will also be
made. The teacher will make a list of target behaviors to be achieved over
the course of six weeks.
• Participants: Twenty to fifteen fifth grade to seventh grade students (12 boys,
10 girls, age range: 11- 13 years) from M.S. X in Bronx, New York will be
studied.
• Instrument: A consent form will be given to the principal and parents of M.S.
X. It will explain the reason for the action research project and will inform
them of the method in which students will be studied and assessed.
• Along with a consent form, parents and students will be asked to take a
survey on communication that will aid the research project. The teacher will
create an “empathy code” to follow and an observational survey to fill out on
a daily basis.
Bibliography
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Educational Leadership, 58(7), 77-9. Retrieved March 10, 2010, from
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Continued
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