Presentation on theme: "Tiger Talk John Heyenga Tiger Talk: Tonal Tools for Classroom Management Education 702.22 Seminar in applied theory and research 1. Spring 2010."— Presentation transcript:
Tiger Talk John Heyenga Tiger Talk: Tonal Tools for Classroom Management Education 702.22 Seminar in applied theory and research 1. Spring 2010
Table of Contents IntroductionIntroduction Statement of ProblemStatement of Problem Literary ReviewLiterary Review Non-Violent CommunicationNon-Violent Communication HypothesisHypothesis BibliographyBibliography
Introduction In my work in at an after-school program in the Bronx, I have encountered many problems in communication. Some of the students’ behavior requires disciplinary response. When these situations occur, I have observed that the students present challenges to the teachers. When the response to this challenge is a punishment, or expression of frustration, the result is that the student takes the miscommunication to the next level. Such a verbal struggle can escalate to a futile and exhausting disciplinary deadlock. On the other hand, when the teacher responds with authority, but calmly and supportively, the conflict can be defused. My experience has led me to investigate the occurrence of this technique in other educational scenarios, and its documentation in other fields.
Statement of Problem Setting: NYC public schoolsSetting: NYC public schools Problem 1: Profane language and transgressive behavior, avoidance of academic work.Problem 1: Profane language and transgressive behavior, avoidance of academic work. Problem 2: Punitive teacher tone and discipline failure.Problem 2: Punitive teacher tone and discipline failure. Result: Breakdown of trust and communication.Result: Breakdown of trust and communication.
Literary Review,1 Articles on Tone of Voice Brown, D. F. (2005 ). Idea of “Congruent Communication.” Meiners, E. B., & Miller, V. D. (2004). A general tonal approach to dealing with “subordinates.” A study showing how polite and less severe tones lead to a better work environment. Kenman, L. F. (2007). Business communication model, applicable to education. Rogers, B. (1995). 5 Tricky Personalities and How to Handle Them. Instructor, 105 (1), 16-19,24-25. Writes about ways to communicate with difficult students.
Literary Review, 2 Articles on Intercultural Communication Chubbuck, S. M., & Zembylas, M. (2008). Effective emotions and communications in an urban school. Simpson, A. W., & Erickson, M. T. (1983). Different types of teacher communication, including non-verbal, in response to students’ cultural identities. 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 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” Research and experience show that the majority of teachers and students in cities use different cultural modes of communication. Research and experience will show that discipline using punitive tones of voice is not effective with these students. Hypothesis:A tone of voice that is empathetic and soothing, but authoritative, is more effective.
Bibliography Berry, R. A. W. (2006). Inclusion, Power, and Community: Teachers and Students Interpret the Language of Community in an Inclusion Classroom. American Educational Research Journal, 43(3), 489–529. Brown, D. F. (2005 ). The Significance of Congruent Communication in Effective Classroom Management. The Clearing House, 12-18. Chubbuck, S. M., & Zembylas, M. (2008). The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher. American Educational Research Journal, 45 (2), 274-318. Juzwik, M. M., Nystrand, M., Kelly, S., & Sherry, M. B. (2008). Oral Narrative Genres as Dialogic Resources for Classroom Literature Study: A Contextualized Case Study of Conversational Narrative Discussion. American Educational Research Journal, 45(4), 1111-1154. Kenman, L. F. (2007). Tone And Style: Developing A Neglected Segment Of Business Communication. Business Communication Quarterly, 305-309. MacNaughton, G., Hughes, P., & Smith, K. (2007). Rethinking Approaches to Working With Children Who Challenge: Action Learning for Emancipatory Practice. International Journal of Early Childhood, 39(1), 39-59.
Continued Meiners, E. B., & Miller, V. D. (2004). The Effect of Formality and Relational Tone on Supervisor/Subordinate Negotiation Episodes Western Journal of Communication, 68(8), 302-321. Monroe, C. R., & Obidah, J. E. (2004). The Influence Of Cultural Synchronization On A Teacher’s Perceptions Of Disruption: A Case Study Of An African American Middle-School Classroom. Journal of Teacher Education, 55(3), 256-286. Non-Violent Communication Statement : NVC website: http://www.cnvc.org/node/369) Rogers, B. (1995). 5 Tricky Personalities and How to Handle Them. Instructor, 105 (1), 16-19,24-25. Rosen, L. A. (1990). A Survey of Classroom Management Practices. Journal of School Psychology, 28 (3), 257-269. Simpson, A. W., & Erickson, M. T. (1983). Teachers’ Verbal and Nonverbal Communication Patterns as a Function of Teacher Race, Student Gender, and Student Race. American Educational Research Journal, 20(2), 183-198.