1. COLLEGE READING AND LEARNING ASSOCIATION CONFERENCE PORTLAND, OR THURSDAY, NOVEMBER 1, 2007 Finding Common Ground: Peer Educators and the Gibb’s Communication Model

2. Communication Model DestructiveSupportive EvaluateDescribe ControlAssist ManipulateFacilitate SuperiorEqual CertainPossible IndifferenceEmpathy

3. Dimension 1 EvaluateDescribe

4. 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...”

5. 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?”

6. Describe vs. Evaluate Problem with language of evaluation: Destructive “you” language Solution with language of description: Separate student from problem

7. Dimension 2 ControlAssist

8. Control or Assist

9. Language of Control “Instead of using the word ‘eventuate,’ use ‘transpired.’ It works better and eventuate is just confusing.”

10. 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.”

11. Control vs. Assist Problem with language of control: Ownership shifts to the tutor Solution with language of assistance: Student owns ideas and language

12. Dimension 3 ManipulateFacilitate

13. Language of Manipulation “You haven’t bothered to come to the last few meetings, so I wonder about your commitment [to the mentoring program].”

14. Language of Facilitation “We’ve missed you at our meetings lately. Let’s talk about it.

15. Manipulate vs. Facilitate Problem with manipulative language: Creates negative feelings Solution with facilitative language: Acknowledges problem and creates space for problem-solving.

16. Dimension 4 SuperiorEqual

17. 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”

18. 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.”

19. Superior vs. Equal Problem: Tutor dominates the ideas Solution: Tutor stimulates thought so students can actively participate

20. Dimension 5 CertainPossible

21. Certainty

22. 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.”

23. Banking Model

24. 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.”

25. 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.

26. Dimension 6 IndifferenceEmpathy

27. Indifference vs. Empathy

28. 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.”

29. 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?”

30. 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

31. Communication Model DestructiveSupportive EvaluateDescribe ControlAssist ManipulateFacilitate SuperiorEqual CertainPossible IndifferenceEmpathy

32. 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.

33. Example 2: Controlling Language You need to be focusing on how militaristic the Romans were, not on their artistic style.

34. 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.

35. Example 4: Superior Language Yeah, but there is scientific evidence that proves evolution occurred. What kind of evidence do you have?

36. Example 5: Certain Language Surely you can see that morality is the theme of this story. There is no other interpretation that makes sense.

37. 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.

38. 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. Finding Common Ground: Peer Educators and the Gibb’s Communication Model