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Recap – The Emotional Environment You make the weather. You decide whether things will calm down or blow up. The argument isn’t always about what you think.

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Presentation on theme: "Recap – The Emotional Environment You make the weather. You decide whether things will calm down or blow up. The argument isn’t always about what you think."— Presentation transcript:

1 Recap – The Emotional Environment You make the weather. You decide whether things will calm down or blow up. The argument isn’t always about what you think it’s about. Status can be a confounding factor in our interactions. Being aware of our emotions is the first step to controlling them. We have a responsibility to model that behaviour to students.

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3 Transactional Analysis – a very brief and inexpert introduction People are OK; thus each person has validity, importance, equality of respect Everyone (with only few exceptions, such as the severely brain-damaged) has the capacity to think People decide their story and destiny, and these decisions can be changed

4 I’m OK, you’re OK. Life position: "I'm Not OK, You're OK" (I-U+) Eeyore "I'm Not OK, You're Not OK" (I-U-) Private Fraser "I'm not-OK, But You're Worse" (I-U--) Frasier Crane "I'm not-OK, You're Irrelevant" (I-U?) Marvin The Android "I'm a Bit More OK Than You Are" (I++U+) Tony Blair "I'm OK, You're Not OK" (I+U-) Jeffery Archer "I'm OK, You're OK" (I+U+) All of us (ahem)

5 TA Relationships model There are three ego-states, or frames of mind. AdultA balanced, mature state of mind in which decisions are taken without the clouding of major emotional influences – logical and calm. Computer processor or referee. ParentA state in which we mimic the behaviour of our own parents or other authority figures we have known in the hope that we will be able to exert the influence over a third party that our parents once influenced over us. ChildA state in which our responses are likely to be emotional and to lack a grounding in responsibility. If we receive some negative feedback from a colleague we could sulk and accuse them of picking on us.

6 Sustainable transactions Transactions which are complementary are sustainable indefinitely, but not always desirable. Parent AdultChild

7 Unsustainable transactions Crossed transaction lead to conflictParentAdultChild

8 Comfortable transactions Students may try to push us into a relationship in which they are more comfortableParentAdultChild

9 Some micro-script examples I haven’t finished my homework. I’ve just not had the time. I can explain more later if you want. Don’t you lie to me. Do you think I was born yesterday? See me at the end of the lesson. ParentAdultChild

10 Some micro-script examples Well done. You’ve met all of your PM targets and I’m going to recommend you move to the third point post- threshold Yes, yes, yes! You’re the best! I could kiss you! Brilliant! ParentAdultChild

11 Task Work in at least pairs. Write three micro-scripts of differently crossed conversations between teachers and students. Now work out what could be done to uncross each situation.

12 If we want to assert the teachers authority and status, and make students feel weak, intimidated and undermined, how could we achieve that?

13 The Physical Environment Work in small groups to design your perfect teaching and learning area


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