A Powerful Language and Interactions-Based Approach for Managing Classroom Behavior
Watch Your Language! Ways of
Talking and Interacting with Students that Crack the Behavior Code by Carmen Y. Reyes, The Psycho-Educational Teacher, is a comprehensive resource (360+
pages) of skilled language-based interventions aimed at improving classroom
behavior by improving the way teachers and students relate, placing special
emphasis on those strained interactions with students exhibiting habitually
disruptive patterns of behavior. Founded on theory and principles in interpersonal
communication this interactional approach is rooted in the belief that
teachers’ ways of talking play a crucial role in influencing how students
behave. In other words, students’ behaviors are a reflection of both the words
that teachers use and how we say those words to children. A core belief in
interpersonal communication is that high expectations that are goal-oriented
influence positive behaviors while low expectations lacking a behavior or
academic goal influence negative behaviors. This innovative resource is a 10-chapter book divided into three
core parts:
Part One: The Basics
(Chapters 1-3) On this
introductory section the essential elements of interpersonal communication are
explained, including channels and styles. Chapter Two details four
interpersonal communication theories with high relevance to the classroom
setting; Chapter Three introduces the two main components: receptive side or
listening and expressive side or speaking, including full lists of both
listening and speaking skills.
Part Two: Interpersonal
Communication is Everything… And Everywhere! (Chapters 4-7) This second part analyzes popular
behavior-change procedures from the unique perspective of therapeutic
communication (Chapter Four). Among these enhanced approaches we find:
assertiveness, optimism, rational thinking and talking, goal-oriented language,
social problem solving, and solution-oriented messages. Chapter Five gives us
guidelines for becoming an effective communicator focusing on language skills
such as rapport and empathy. The section ends with an analysis of nonverbal
communication in the classroom including ways in which teachers can align
verbal and nonverbal language to send supportive and
encouraging messages to students.
Part Three: Speech Acts
(Chapters 8-10) On this
closing part, teachers learn how to manipulate different parts of a sentence
(e.g. nouns, verbs, adjectives) to modify the meaning of our messages (Chapter
Eight). Chapters Nine and Ten are all about disciplinary speech acts and how
our messages to students can evolve from flat and short-term (short-lived) to
transformative and long-term (i.e. discipline that the child internalizes or
self-discipline). Using unparalleled disciplinary language such as suggestions
and hidden commands coupled with child guidance speech acts such as:
interpreting, reflecting, reframing, decoding, challenging, and confronting
teachers will be able to turn-around day-to-day interactions with tough to
reach and noncompliant students from antagonistic to collaborative
problem-solving. Our language makes the difference!
To preview this book on Amazon, click here.
Comments
Post a Comment