Pri Ba Class Comm174605

Primary National Strategy
Classroom communication
This session will take a minimum of 75 minutes.
Objectives

To explore the impact of different types of communication To explore common barriers to communication To explore choice of language to promote positive behaviour and regular attendance
Resources

OHTs 1.11.14 Resource sheets 1.11.3 Handouts 1.11.9 Flipchart and pens
Crown copyright 2005
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Linked sessions
This session links to the following general sessions in the Primary National Strategy behaviour and attendance professional development materials.
Working with colleagues on behaviour issues (1732-2005PD5-EN) Focusing on solutions: a positive approach to improving behaviour (1733-2005PD5-EN)
It would combine particularly well with the specific content of the sessions on Relationships in the classroom, The importance of emotions in the classroom, Understanding behaviour and Conflict and confrontation, but also links to:
Setting expectations and teaching positive behaviour (1740-2005PD5-EN) Responding to inappropriate behaviour (1742-2005PD5-EN)
You may want to use this session if school self-evaluation, using the Primary National Strategy Initial review or In-depth audits (1732-2005CDO-EN), has shown that relevant aspects of school ethos or teaching and learning are areas the school wants to address.
Schools who are using the materials Excellence and Enjoyment: social and emotional aspects of learning (DfES 0110-2005) will be able to make links between this session and the work being done through the Purple set materials for staff. The session can also be linked to the work that children undertake in Theme 2, Getting on and falling out.
If you are using this session with a whole-school staff group, it will be important to be aware of linked materials that some colleagues may have used, for example:
Behaviour in the classroom: a course for newly qualified teachers (DfES 0030-2004); Teaching assistant file: induction training for teaching assistants in primary schools (DfES 0626-2002); Self-study materials for supply teachers (DfES 0260-2002).
Session outline
Introduction: types of communication Barriers to effective communication Communication that can create or reinforce negative behaviour Communication that promotes positive behaviour Optional additional activities: transparent communication I messages Conclusion 15 minutes 20 minutes 10 minutes 10 minutes (15 minutes) 15 minutes 5 minutes
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Information for presenters

This session links closely to the Understanding behaviour, Relationships in the classroom and The importance of emotions in the classroom sessions. These four sessions together provide an exploration of the key interpersonal features of effective teaching. You might like to start the session by emphasising this to participants. The session is based on the following underlying principles.
Communicating appreciation of appropriate behaviour is a key means of developing and influencing future positive behaviour. Children need communication that is clear, with no hidden messages. Positive relationships with children are key to positive behaviour and regular attendance. Children behave well when they feel valued and that they belong. The language of belonging and the language of choice are particularly effective when we are talking with children about their behaviour and attendance. Behaviour is contextual and interactive. The choices teachers and other staff make in responding to childrens behaviour are crucial in influencing the choices children make about how they will behave. The more adults can be aware of and manage their own emotional responses to appropriate and inappropriate behaviour (and the resulting communications that they have with children) the more likely they are to be able to maintain a calm classroom.
Participants may well already have some or all of the skills to be covered in this session and we need to draw on their experience. Where possible we are trying to take a solution-focused approach so you will be asking participants to reflect on what is already working and how they want to develop this, rather than on what is not working for them.
Some of these principles will be explored and developed in this session. Others relate to the linked sessions. It will be important for you to be aware of these principles. You may want to share them with the group (see OHT 1.2).
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Introduction: types of communication

(OHTs 1.1 and 1.2). OHT 1.1
Objectives
15 minutes
Start by sharing with the group the objectives of the session and the principles which underpin it
To explore the impact of different types of communication on childrens behaviour and attendance To explore common barriers to effective communication To explore choice of language likely to promote positive behaviour and regular attendance
OHT 1.2
Underlying principles
Communicating appreciation of appropriate behaviour is a key means of developing and influencing future positive behaviour Children need communication that is clear, with no hidden messages Positive relationships with children are key to positive behaviour and regular attendance The language of belonging and the language of choice are particularly effective when we are talking with children about their behaviour and attendance Behaviour is contextual and interactive It is important to draw on previous experience The session will adopt a solution-focused approach
You might want to start this part of the session by reminding participants that teaching relies upon effective communication and that communication can be verbal (what we say, and the voice in which we say it) or non-verbal (what we convey with gesture and body movements). Ask participants, in groups of three or four, to take 2 minutes to come up with an estimate of the percentage of a message that is understood through the words we use, the tone we use and, finally, through body language. Take feedback, then use OHT 1.3 to present the evidence from research.
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OHT 1.3
Types of communication
The words (7%)
Non-verbal communication Body language (55%)
Tone of voice The way the words are spoken (38%)
Emphasise that this means that children are more likely to pick up messages from what they see in the communicator rather than from what they hear. This makes it important for adults to be aware of all the ways in which they communicate (the raised eyebrow, the impatient movement, the smile, the moving closer to some children than others), not just the words they use.
Activity 1.1: Reflecting on the types of communication we use
(10 minutes)
Ask participants to visualise themselves at the start of a lesson with their class. You might want to encourage them to close their eyes while you talk them through the early stages of the lesson. Alternatively you could suggest that they imagine watching a video recording of themselves starting their most recent lesson. What do they hear themselves saying and see themselves doing? Ask them to describe this to a partner. It might be helpful to ask them to describe this in the third person, for example He is . They should try to identify any scripts they use (consistently used phrases such as 3, 2, 1 look this way) and any non-verbal routines they use (such as a signal for whole-class attention, standing in a particular place, and so on). What messages are they intending to convey at this point? Would they see this on their video recording? If yes, what would they see? If no, what would they see instead? This activity is intended to highlight the point that we are not always aware of the implicit messages we might be conveying, particularly of the non-verbal aspects of our communication. The rest of this session is intended to heighten participants awareness of ways to promote clear, effective communication.
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Barriers to effective communication

when the focus is on behaviour. OHT 1.4
Barriers to effective communication about behaviour
20 minutes
Show OHT 1.4 and say that it can be particularly difficult to achieve clear, effective communication
Emotional aspects Threats to teacher self-esteem Skills/experience
Ask participants why these might be barriers. Draw out the emotional features of an exchange between a teacher (or other adult) and a child whose behaviour is inappropriate. Heightened anxiety or anger can lead to injudicious selection of words and gestures that can inflame rather than defuse situations. Adults who experience challenges from children can experience a reduced sense of self-worth (as a teacher or other professional and sometimes as a person). Messages such as I should be able to deal with/manage this situation can be damaging to our self-esteem. As a consequence of feeling that we have not dealt with a situation effectively we can begin to feel de-skilled things that should work, because they have in the past, no longer do and we feel powerless and uncertain about what to do next. You might want to refer to previous learning from the sessions on Relationships in the classroom, The importance of emotions in the classroom and Understanding behaviour at this point. You could introduce the next activity by saying that the barriers to effective communication can be reduced if adults are aware of any habitual types of communication (communication roles) they tend to slip into when under pressure.
Activity 1.2: Reflecting on communication roles

Choose one of the following activities.
(15 minutes)
Role-play, with a primed volunteer, the angry headteacher situation depicted in the scenario on handout 1.1 and then ask participants to complete the response sheet on handout 1.2 on their own. Ask participants to read the scenario on handout 1.1 and then work with a partner to complete handout 1.2.
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Handout 1.1
Handout 1.1 Barriers to effective communication
You have agreed to take responsibility for producing one section of the schools behaviour policy document. You have done quite a lot of work on it but havent reached todays deadline. You mean to see the headteacher when you get into school but a variety of crises arise as soon as you set foot in the building. You have to miss lunch to take music practice and deal with an upset parent after school, so the policy completely slips your mind until the end of the day in the staff room when the headteacher asks you for it. When you say that you meant to ask for a couple of days extra she is extremely curt with you, tells you that everyone else has met the deadline and she has to present it to the Governors in two days time. She makes no attempt to conceal her annoyance with you and sweeps out of the staff room leaving you feeling upset and humiliated. A number of staff try to help you in various ways. Read the individual responses and note down your reactions to each one.
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Handout 1.2
Handout 1.2
page 1 of 2
Handout 1.2
7.
page 2 of 2
Responses to scenario: barriers to communication

Each statement is a possible response to the scene just described. Write down a few words to sum up your gut reaction to each one if it were directed at you. 1. What on earth were you thinking about? You really could have got it done.
Sorry, what was it you said?
8.
What happened? Why didnt you ask her for more time?
2.
You think shes unfair to you! She bawled me out last week in front of some of the kids just because I didnt turn up for break duty. Shes totally unreasonable.
9.
Whats up with you? Come on you look like you missed a date with Brad Pitt!
3.
Dont worry about it. Its not the end of the world. You couldnt help it, shes just picking on you. Itll all have blown over by tomorrow morning.
What would your ideal response from a colleague be in this situation?
4.
You just have to learn to take things like that. Life isnt fair.
5.
Well, I cant say I blame her for getting angry. If I were you, Id go home and finish it tonight, however long it takes, and get it in to her first thing tomorrow with a big apology. You could take her a bunch of flowers as well, I suppose.
6.
Ive noticed that you seem to find it difficult to stand up to her. Maybe its a bit like you and your mum?
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Take feedback, then ask the group for ideas on what their ideal response would be from a colleague in this situation.
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OHT 1.5 (reproduced as resource sheet 1.1) summarises a range of communication roles that have been incorporated into the angry headteacher scenario and could be described as presenting barriers to communication. Talk through the OHT, emphasising that each is indicative of a frame of mind and that we will all have slipped into most of these roles at times. Give out cards made by copying and cutting up resource sheet 1.1. Ask participants, working in their pairs, to match the responses from colleagues on handout 1.2 to the roles on the cards, with help from you where necessary. They should go on to think about the last time a child in their class failed to meet their expectations. How did they respond? Was this characteristic of them? Do they tend to use a particular kind of communication and does it match any of the roles on the cards? OHT 1.5
Roles which impede effective communication
Dictator Judge Victim Analyst Preacher Lecturer Consoler Joker Detective Busy bee
Controlling/bossy Assessing Needing to be hurt Attributing underlying pathology Moraliser Know-all Soothes Fools around Questioner Doesnt really listen
Communication that can create or reinforce negative behaviour
10 minutes
Start this section by asking participants to work with a partner and think back to a time when they were pupils themselves. Ask them to think of a teacher who made them feel bad in some way. Invite them to describe the incident to their partner, concentrating particularly on what the teacher did and how they as the child felt and behaved as a result. (This incident will not be shared with others in the group.) When they have finished their discussion, ask participants to provide examples of the feelings they identified. Divide a flipchart sheet vertically in two and list these feelings on the left-hand side. Then ask for the behaviours they identified themselves demonstrating in response and list these on the right-hand side. Invite brief discussion at this point. You might want to point out the power of such negative communication these are adults yet they have all remembered clearly a time some years ago when they felt belittled or humiliated by a teacher.
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Finally, ask participants to identify some examples of teacher communication (verbal and nonverbal) that made them feel as they have described. They may well offer some of the following (reproduced on OHT 1.6): sarcasm, anger, belittling, negative expectations/labelling or stereotyping, insensitive physical contact, overt use of physical size. OHT 1.6
Communication that creates or reinforces negative behaviour
Sarcasm Anger Belittling Negative expectations Insensitive physical contact Overt use of physical size
You might want to say that we often use these unhelpful styles of communication in situations of conflict. Alternative ways of handling conflict are covered in depth in the Conflict and communication session from the Primary National Strategy behaviour and attendance professional development materials, but if you are not planning to use this session, participants may find handout 1.3 gives them some helpful pointers. Handout 1.3
Handout 1.3 Communicating in situations of conflict
Things that make anger and conflict worse shouting swearing accusing name-calling assuming the person has deliberately set out to hurt or offend trying to understand the situation from the other persons point of view using a calm voice Things that can defuse anger and make conflict resolution more likely listening leaving space and coming back to the conversation later
using calm and non-angry saying you always or you never ... body language angry body language and gestures getting too close to the other person interrupting saying what you would like to happen not listening not standing too close talking over the other person demanding finding some common ground saying I know we would both like to sort this out using respectful language saying calmly how you feel and why you feel like that
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Communication that promotes positive behaviour
10 minutes
Ask participants to contribute ideas from their own practice about the types of communication that promote positive behaviour in the classroom. These are likely to include the points on OHT 1.7. OHT 1.7
Communication to promote positive behaviour
Praise Affirmations Positively stated expectations Language of belonging Language of choice Eye contact Safe physical contact Body language
The following notes (reproduced as handout 1.4) may be helpful in expanding on OHT 1.7. Handout 1.4
Handout 1.4
page 1 of 2
Handout 1.4
page 2 of 2
Language of choice Using the language of choice and consequences is a powerful way of helping a child to see the link between his/her actions and their effect on other people. In this way a child is encouraged to take responsibility for his/her own actions. This language can be reinforced at the simplest levels through offering choice of, for example, activities or equipment, or blue or red sticker, up to significant choices linked to choosing to behave appropriately Shane, I have asked you to move away from Billy. If you continue to sit there you are choosing to stay in at playtime. Its your choice. If the classroom is a place where genuine choice exists at all levels, it is more likely that children will make appropriate choices regarding their behaviour.
Praise The most effective way of creating a positive ethos and making it feel safe for children to develop and explore. All individuals want and need praise even though some, because of their personal experiences, may sometimes appear indifferent to it.
How to give praise Catch children being good. Give praise when you see children demonstrating the behaviour that you want: Sadiq, you looked and listened really quickly thank you. Be specific. Say exactly what it was the child did right.
Use I messages to give praise: When you then I feel and the effect is
Eye contact/facial expression Making direct eye contact with a child is a way of conveying that you are giving him/her full attention. When supported by smiles, nods and open body language this conveys approval and warmth and is likely to maintain the behaviour you are approving.
Link praise to the language of choice. Acknowledge when children have made a good choice about their behaviour. Notice and build on childrens strengths: Ive noticed you have a real talent for helping other people sort out arguments.
Safe physical contact/body language Teachers are well aware of the need to be selective about how, why and when they have physical contact with a child. They are also well aware that sensitive touch can be reassuring and empowering. Being aware of the physical power dimensions of classroom relationships is helpful; crouching or kneeling down beside a child at his/her table can be an effective way of promoting a collaborative classroom culture.
Affirmations Statements that confirm a positive expectation or a positive image of a child or a class: I know you can do this because you did the last one really well. Even noticing inappropriate behaviour can be linked to an affirmation: This is not the behaviour I expect to see from someone as kind and helpful as you.
Positive expectations Making expectations explicit and framing them in positive language can be a very powerful way of encouraging the behaviour we require. For example, Kelly, sit on your bottom, hands in your lap, thank you rather than Kelly, stop wriggling around.
Inclusive language Language that affirms belonging and sharing can promote a commitment to the well-being of the class. What is our class rule about lining up? We all do our best to come to school every day. People miss you if you are not here.
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Optional additional activities: transparent communication
15 minutes
Explain that you are going to introduce a model of communication with which some participants may be familiar transactional analysis. Transactional analysis was developed by Eric Berne in the early 1950s. It identifies three basic types of human behaviour, or ego states, and uses them to describe how communication, or transactions, then occur between two people. The idea is that if you know your own state and can determine the other person's state, you can communicate more effectively and avoid crossed wires. OHT 1.8
Transactional analysis: three ego states
Parent
Adult
Child
OHT 1.8 shows the three ego states. The following notes (reproduced on handout 1.5) might help you to elaborate on these. Parent The parent state is split into two. Critical parent makes rules and sets limits, disciplines, judges and criticises. Nurturing parent advises and guides, protects and nurtures. Adult The adult state is concerned with data and facts. In this state we consider options and estimate probabilities to make unemotional decisions and are able to plan and make things happen. Child The child state is split into two. Free (natural) child fun-loving and energetic, creative and spontaneous. Adapted child compliant and polite, or rebellious and manipulative.
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It is important to emphasise that these ego states are not age-specific. Children can be in an adult state (that is, acting in a rational, non-emotional way) and adults can act in child mode, either positively by being creative and spontaneous, or negatively by being manipulative or rebellious. The central concept of transactional analysis is that transactions or communications between people can be characterised by the ego state of the two participants. Furthermore, the ego state adopted by the person who starts the communication will affect the way the other person responds. Handout 1.5
Handout 1.5 Transactional analysis: three ego states
Parent The parent state is split into two. Critical parent makes rules and sets limits, disciplines, judges and criticises. Nurturing parent advises and guides, protects and nurtures. Adult The adult state is concerned with data and facts. In this state we consider options and estimate probabilities, tend to make unemotional decisions and are able to plan and make things happen. Child The child state is split into two. Free (natural) child fun-loving and energetic, creative and spontaneous. Adapted child compliant and polite, or rebellious and manipulative. These ego states are not age-specific. Children can be in an adult state (that is, acting in a rational, non-emotional way) and adults can act in child mode, either positively by being creative and spontaneous, or negatively by being manipulative or rebellious. The central concept of transactional analysis is that transactions or communications between people can be characterised by the ego state of the two participants. Furthermore, the ego state adopted by the person who starts the transaction will affect the way the other person responds.
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For example, Teacher A says Could I use your interactive whiteboard this afternoon? and Teacher B replies Of course. This is an adult-to-adult transaction and is the most balanced type of communication as it is not charged with emotion. OHT 1.9 illustrates this transaction. OHT 1.9
Effective communication
Parent
Parent
Adult
Adult
Child
Child
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However, if Teacher A adopts a child state: I'm worried that I wont be able to use it properly, this will tend to produce a nurturing parent response from Teacher B: Don't worry, its really straightforward. Ill help you. This example shows how the transaction 'balances' between the two people: if one drifts into parent mode, that will encourage the other to move into child mode, and vice versa. OHT 1.10 illustrates this transaction. OHT 1.10
Parent
Parent
Adult
Adult
Child
Child
Of course it doesn't always work this way and an adult comment can sometimes be met with a response from a different ego state. For example, as illustrated in OHT 1.11, an adult request (Could I use your interactive whiteboard this afternoon?) could receive a critical parent response (For heavens sake, youre always asking at the last minute!). You might want to illustrate another form of crossed communication by asking the group to suggest what a response from a rebellious child state might be (for example, No way! I need it myself.). Crossed transactions like these are most likely to occur when individuals are stressed or feel themselves under pressure or out of control just the sort of feelings we can experience when faced with a child whose behaviour is challenging or inappropriate.
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OHT 1.11
Crossed communication
Parent
Parent
Adult
Adult
Child
Child
The important element of transactional analysis for the purposes of this session is the issue of making communication transparent and avoiding crossed wires. The most transparent and unambiguous communication is when both participants are in adult mode, making clear statements with no hidden agenda. The other point you might want to make here is that it is in the teachers and childs best interests for the teacher to remain in adult mode even when the child is unable to do so. At this point you might want to return to OHT 1.5 and ask the group to help you match the communication roles on the OHT to parent, adult or child states. It should become apparent that many (dictator, consoler, preacher, lecturer, detective) would fall into the critical or nurturing parent modes and some (victim, joker) into child mode. An adult-to-adult response might be along the lines of: Mmm tricky! Anything I can do to help or do you just want to think about how best to sort things out with the headteacher now?
Activity 1.3: Parent, adult and child modes
(10 minutes)
Ask participants to work in pairs. They should look at the situations on resource sheet 1.2 and, with their partner, suggest the different types of response as indicated. You could, if you prefer, make situation cards from the resource sheet and allocate these to different pairs. You may also want to allocate the responses randomly by giving out cards made by copying and cutting up resource sheet 1.3. You could try encouraging participants to role-play different types of response.
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Resource sheet 1.2

Resource sheet 1.2
page 1 of 2
Resource sheet 1.2
page 2 of 2
Transactional analysis: choosing the most effective response
The headteacher has asked you to do a class assembly because, she says, your class does such lovely ones. You know that other staff have used pressure of work to get out of doing one and think that you are being used. What would be a:
Sunita keeps calling out during the literacy session on the carpet. All the other children are remembering the hands up rule. What would be a:
critical parent response? nurturing parent response? adult response?

What might be the outcome of each of these?
nurturing parent response? free child response? adult response?

Jason has deliberately ripped up Marthas drawing. This is very unusual behaviour from him. What would be a:
Malcolm is refusing to share the pens with the rest of his table. He is clutching them to his chest and refusing to answer you when you try to encourage him to share. What would be a:

critical parent response? adapted child (positive) response? adult response?

A colleague who is notoriously unreliable asks to borrow your CD player for her dance lesson this afternoon as her class has broken hers. What would be a:
critical parent response? adapted child (negative) response? adult response?

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Resource sheet 1.3

Resource sheet 1.3
page 1 of 2
Resource sheet 1.3
page 2 of 2
Transactional analysis ego states: response cards Critical parent response
Free child response
Adapted child (negative) response Nurturing parent response
Adapted child (positive) response Adult response
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At the end of the activity ask for comments on the outcomes of the different responses in terms of:
getting the required behaviour; maintaining positive relationships.
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Finally, ask participants to think about a child they work with and their typical response to that child (critical parent, nurturing parent, adult). Are there any changes that might make their communications with that child more effective?
I messages
15 minutes
One type of communication that can be particularly effective in promoting positive behaviour (and that, if you have used the optional activities on transactional analysis, you will want to link to remaining in adult mode in the classroom) is to use I messages. I messages are a powerful way of showing how you feel about a behaviour without blaming, criticising or threatening. They keep the communication calm and focused. An I message has four components (use OHT 1.12 to illustrate). OHT 1.12
I messages
The behaviour The effect The feelings What could be done differently
The speaker describes the undesired behaviour using the following script. When you (The behaviour) it makes (The effect) and I feel because (The feelings) I need you to thank you (What could be done differently?) Because they are driven by reason rather than emotion, I messages can be delivered calmly and are therefore less likely to provoke an angry response from the recipient. For example, an emotional response to a child talking across the teacher might be to speak sharply from parent mode Claire, for goodness sake, you are really annoying this morning. How many times do I have to tell you to stop talking? An I message gives a more controlled response from adult mode and contains an instruction on how to improve the situation. Claire, when you talk to Helen while Im trying to talk to the class, it makes it hard for me to say what I need to and I feel cross/sorry/sad/disappointed about that because we cant get on with our learning. I need you to be quiet while I talk to the whole class, thank you. You can expand on the benefits of using I messages by using OHT 1.13.
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OHT 1.13
Benefits of using I messages
The adult can stay calm The adult communicates genuine feelings The likelihood of confrontation is minimised Communication is opened up rather than closed down The self-image of the child is protected
Activity 1.4: Practising I messages
(10 minutes)
If you have time and it seems appropriate, ask participants to practise constructing and giving I messages to a partner. Handout 1.6 provides some scenarios. It will be useful to circulate during the activity and note effective examples that you can invite participants to share. Handout 1.6
Handout 1.6 I message scenarios
Work with a partner to construct appropriate I messages for each of the situations outlined below. Take it in turns to give the I message and talk about how this feels.
Situation A colleague asks (not for the first time) at the last moment if she can swap with you when its your classs turn to use the ICT room. You have planned your lesson and the class is keen to use the computers.
I message
Emma has had a lot of unexplained absence lately and is often late for school.
You are on playground duty when you see Michael (Year 5) push Dean (Year 3) over.
Jenny wastes time all lesson and produces three lines of poor quality writing when she is capable of much more.
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Conclusion
to the suggested staff group activities that follow. OHT 1.14
We have considered:
5 minutes
Summarise the main points of the session using OHT 1.14 and draw participants attention
types of communication barriers to effective communication communication that can create or reinforce negative behaviour transparency in communication
Handout 1.7 provides a planning framework for participants to use following the session. Handout 1.7
Handout 1.7
page 1 of 2
Handout 1.7
page 2 of 2
Key points for action from this session

How does my current practice relate to what we have explored in this session?
How does my schools current practice relate to what we have explored in this session?
Things going well:
Things going well:
Something I would like to develop:
Something to develop:
What might I do to promote change in my schools practice? What one thing can I do when I go back to my classroom in order to develop my effective practice?
Do I need to involve anyone else in enabling this to happen? Do I need to involve anyone else in enabling this to happen?
How will I do this? How will I do this?
What is my timescale for this to happen? What is my timescale for this to happen?
How will I know this has been successful? How will I know I have been successful?
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Post-session activities
If you are using this module in school with all staff, identify with the group some tasks or activities that will help everyone to apply the learning from the session to their own situation or classroom. Some suggested ideas are given below. Make time, when you next meet to focus as a staff group on promoting positive behaviour, for people to talk about the activities they undertook, and what they learned.
Work together with a partner on your classroom communication. You might want to begin this with the solution-focused activity described on handouts 1.8 and 1.9. Agree to listen to each other talking with children (in class or in the playground) and feed back on any communication roles adopted (dictator, judge, victim, analyst, and so on) or on examples of particularly effective communication (praise, affirmations, positive expectations, language of belonging, language of choice). Pairing up to observe and feed back on each others non-verbal communication might also be useful to you.
As a whole-staff group look at ways in which positive communication is promoted in school. You could use a rating scale like the one on handout 1.8 and ask each member of staff to rate the schools current practice in promoting positive communication. They do not have to share their score if this does not feel comfortable. Then, in pairs or small groups, they could share their thoughts on why they have rated current practice at the level they have. These points could be shared with the whole-staff group so that a list of positive practice is accumulated. The group could then agree how the staff might move forward, perhaps by choosing one or two strategies that all will adopt across the school, or by individual staff committing themselves to a particular strategy. You will need to arrange how to monitor outcomes and when to review progress.
Individual staff undertake to monitor their own communication with children using the transactional analysis model. As a staff, discuss how individuals might log information and how mutual support could be arranged. Arrange mutual classroom observation to give supportive, solution-focused feedback on the positive communication that is observed in the classroom environment, in teachers and other adults verbal and non-verbal communication and between children. When all staff have been observed, share the positive feedback and agree how to save this experience in a way that will be helpful in future. For example, you might want to add examples of successful strategies to the schools behaviour policy document or other relevant school documentation.
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OHT 1.1
Objectives
To explore the impact of different types of communication on childrens behaviour and attendance To explore common barriers to effective communication To explore choice of language likely to promote positive behaviour and regular attendance
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Crown copyright 2005 1746-2005PD5-EN Classroom communication
OHT 1.2
Underlying principles
Communicating appreciation of appropriate behaviour is a key means of developing and influencing future positive behaviour Children need communication that is clear, with no hidden messages Positive relationships with children are key to positive behaviour and regular attendance The language of belonging and the language of choice are particularly effective when we are talking with children about their behaviour and attendance Behaviour is contextual and interactive It is important to draw on previous experience The session will adopt a solution-focused approach
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Classroom communication 1746-2005PD5-EN Crown copyright 2005
OHT 1.3
Types of communication
The words (7%)
Non-verbal communication Body language (55%)
Tone of voice The way the words are spoken (38%)
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OHT 1.4
Barriers to effective communication about behaviour
Emotional aspects Threats to teacher self-esteem Skills/experience
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OHT 1.5
Roles which impede effective communication
Dictator Judge Victim Analyst Preacher Lecturer Consoler Joker Detective Busy bee
Controlling/bossy Assessing Needing to be hurt Attributing underlying pathology Moraliser Know-all Soothes Fools around Questioner Doesnt really listen
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OHT 1.6
Communication that creates or reinforces negative behaviour
Sarcasm Anger Belittling Negative expectations Insensitive physical contact Overt use of physical size
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OHT 1.7
Communication to promote positive behaviour
Praise Affirmations Positively stated expectations Language of belonging Language of choice Eye contact Safe physical contact Body language
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OHT 1.8
Transactional analysis: three ego states
Parent
Adult
Child
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OHT 1.9
Parent
Parent
Adult
Adult
Child
Child
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OHT 1.10
Parent
Parent
Adult
Adult
Child
Child
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OHT 1.11
Crossed communication
Parent
Parent
Adult
Adult
Child
Child
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OHT 1.12
I messages
The behaviour The effect The feelings What could be done differently
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OHT 1.13
Benefits of using I messages
The adult can stay calm The adult communicates genuine feelings The likelihood of confrontation is minimised Communication is opened up rather than closed down The self-image of the child is protected
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OHT 1.14
We have considered:
types of communication barriers to effective communication communication that can create or reinforce negative behaviour transparency in communication
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Resource sheet 1.1
page 1 of 2
Communication roles
Dictator Controlling/bossy The deadline was quite clear
Judge
Assessing You are a failure you did not meet the deadline
Victim
Needing to be hurt You think shes unfair to you!
Analyst
Attributing underlying pathology Ive noticed you find it difficult to stand up to her
Preacher
Moraliser We all have to face up to our inadequacies
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Resource sheet 1.1
page 2 of 2
Lecturer
Know-all I know what you should have done and Im going to tell you
Consoler
Soothes Come on. Itll be all right
Joker
Fools around Come on, you look like youve missed a date with Brad Pitt!
Detective
Questioner What? Why? How? Who?
Busy bee
Rehearses the response/ doesnt listen What was it you said exactly?
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Resource sheet 1.2
page 1 of 2
Transactional analysis: choosing the most effective response
Sunita keeps calling out during the literacy session on the carpet. All the other children are remembering the hands up rule. What would be a:

Jason has deliberately ripped up Marthas drawing. This is very unusual behaviour from him. What would be a:

A colleague who is notoriously unreliable asks to borrow your CD player for her dance lesson this afternoon as her class has broken hers. What would be a:
critical parent response? adapted child (negative) response? adult response?

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Resource sheet 1.2
page 2 of 2
The headteacher has asked you to do a class assembly because, she says, your class does such lovely ones. You know that other staff have used pressure of work to get out of doing one and think that you are being used. What would be a:
nurturing parent response? free child response? adult response?

Malcolm is refusing to share the pens with the rest of his table. He is clutching them to his chest and refusing to answer you when you try to encourage him to share. What would be a:
critical parent response? adapted child (positive) response? adult response?

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Resource sheet 1.3
page 1 of 2
Transactional analysis ego states: response cards Critical parent response
Nurturing parent response
Adult response
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Resource sheet 1.3
page 2 of 2
Free child response
Adapted child (negative) response
Adapted child (positive) response
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Handout 1.1 Barriers to effective communication

You have agreed to take responsibility for producing one section of the schools behaviour policy document. You have done quite a lot of work on it but havent reached todays deadline. You mean to see the headteacher when you get into school but a variety of crises arise as soon as you set foot in the building. You have to miss lunch to take music practice and deal with an upset parent after school, so the policy completely slips your mind until the end of the day in the staff room when the headteacher asks you for it. When you say that you meant to ask for a couple of days extra she is extremely curt with you, tells you that everyone else has met the deadline and she has to present it to the Governors in two days time. She makes no attempt to conceal her annoyance with you and sweeps out of the staff room leaving you feeling upset and humiliated. A number of staff try to help you in various ways. Read the individual responses and note down your reactions to each one.
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Handout 1.2
page 1 of 2
Responses to scenario: barriers to communication

Each statement is a possible response to the scene just described. Write down a few words to sum up your gut reaction to each one if it were directed at you. 1. What on earth were you thinking about? You really could have got it done.
2.
You think shes unfair to you! She bawled me out last week in front of some of the kids just because I didnt turn up for break duty. Shes totally unreasonable.
3.
Dont worry about it. Its not the end of the world. You couldnt help it, shes just picking on you. Itll all have blown over by tomorrow morning.
4.
You just have to learn to take things like that. Life isnt fair.
5.
Well, I cant say I blame her for getting angry. If I were you, Id go home and finish it tonight, however long it takes, and get it in to her first thing tomorrow with a big apology. You could take her a bunch of flowers as well, I suppose.
6.
Ive noticed that you seem to find it difficult to stand up to her. Maybe its a bit like you and your mum?
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Handout 1.2
7.
page 2 of 2
Sorry, what was it you said?
8.
What happened? Why didnt you ask her for more time?
9.
Whats up with you? Come on you look like you missed a date with Brad Pitt!
What would your ideal response from a colleague be in this situation?
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Handout 1.3 Communicating in situations of conflict

Things that make anger and conflict worse shouting swearing accusing name-calling assuming the person has deliberately set out to hurt or offend trying to understand the situation from the other persons point of view using a calm voice Things that can defuse anger and make conflict resolution more likely listening leaving space and coming back to the conversation later
using calm and non-angry saying you always or you never ... body language angry body language and gestures getting too close to the other person interrupting saying what you would like to happen not listening not standing too close talking over the other person demanding finding some common ground saying I know we would both like to sort this out using respectful language saying calmly how you feel and why you feel like that
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Handout 1.4
page 1 of 2
How to give praise Catch children being good. Give praise when you see children demonstrating the behaviour that you want: Sadiq, you looked and listened really quickly thank you. Be specific. Say exactly what it was the child did right. Use I messages to give praise: When you then I feel and the effect is Link praise to the language of choice. Acknowledge when children have made a good choice about their behaviour. Notice and build on childrens strengths: Ive noticed you have a real talent for helping other people sort out arguments.
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Handout 1.4
page 2 of 2
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Handout 1.5 Transactional analysis: three ego states

Parent The parent state is split into two. Critical parent makes rules and sets limits, disciplines, judges and criticises. Nurturing parent advises and guides, protects and nurtures. Adult The adult state is concerned with data and facts. In this state we consider options and estimate probabilities, tend to make unemotional decisions and are able to plan and make things happen. Child The child state is split into two. Free (natural) child fun-loving and energetic, creative and spontaneous. Adapted child compliant and polite, or rebellious and manipulative. These ego states are not age-specific. Children can be in an adult state (that is, acting in a rational, non-emotional way) and adults can act in child mode, either positively by being creative and spontaneous, or negatively by being manipulative or rebellious. The central concept of transactional analysis is that transactions or communications between people can be characterised by the ego state of the two participants. Furthermore, the ego state adopted by the person who starts the transaction will affect the way the other person responds.
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Handout 1.6 I message scenarios

Work with a partner to construct appropriate I messages for each of the situations outlined below. Take it in turns to give the I message and talk about how this feels.
Situation A colleague asks (not for the first time) at the last moment if she can swap with you when its your classs turn to use the ICT room. You have planned your lesson and the class is keen to use the computers.
I message
Emma has had a lot of unexplained absence lately and is often late for school.
You are on playground duty when you see Michael (Year 5) push Dean (Year 3) over.
Jenny wastes time all lesson and produces three lines of poor quality writing when she is capable of much more.
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Handout 1.7
page 1 of 2
Key points for action from this session

How does my current practice relate to what we have explored in this session?
Things going well:
Something I would like to develop:
What one thing can I do when I go back to my classroom in order to develop my effective practice?
Do I need to involve anyone else in enabling this to happen?
How will I do this?
What is my timescale for this to happen?
How will I know I have been successful?
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Handout 1.7
page 2 of 2
How does my schools current practice relate to what we have explored in this session?
Things going well:
Something to develop:
What might I do to promote change in my schools practice?
Do I need to involve anyone else in enabling this to happen?
How will I do this?
What is my timescale for this to happen?
How will I know this has been successful?
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Handout 1.8 My classroom communication

This activity draws on skills introduced and practised in the Primary National Strategy behaviour and attendance professional development session Focusing on solutions. The first part of the activity is done individually. Think about your own class and classroom practice and how you feel at present about the quality of communication in your classroom. Look at the descriptors at each end of the scale below and put a mark to indicate where you feel you are now.
0
I feel that my current classroom communication is not positive at all I feel that my current classroom communication is totally positive
10
Now work with your partner. You are going to talk to your partner about what you are already doing or what you already understand about effective classroom communication that means that you have rated yourself as you have rather than lower on the scale. Next, think about your preferred future. Identify a point one or two steps up the scale and talk to your partner about what will be happening in your classroom when you reach that point. Take it in turns to ask questions to help each other describe in as much detail as possible what the classroom will be like. What will you be doing/feeling? What will the pupils be doing in response? How will the learning environment be improved? How will pupils know this? Will anyone else know (for example, parents, headteacher)? If so, how would they know? What would they notice about the classroom and about you? The questions on handout 1.9 might be helpful. Finally, ask your partner to:
reflect on the things he/she has said he/she would be doing in his/her goal scenario; choose one element that could be started tomorrow when he/she goes back to the classroom.
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Handout 1.9 Rating scale questions

So what is it you are doing that means you are at x and not at y?
What is stopping things getting worse?
What will tell you that you have moved one point up the scale?
Where on the scale represents where you want to get to? What would you be doing then?
What will be the first sign that things are different?
What will you be doing then that you are not doing now?
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Primary National Strategy

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Primary National Strategy

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Primary National Strategy

Information for presenters

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Primary National Strategy

Introduction: types of communication

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Primary National Strategy

Non-verbal communication Body language (55%)

Tone of voice The way the words are spoken (38%)

Activity 1.1: Reflecting on the types of communication we use

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Primary National Strategy

Barriers to effective communication

Emotional aspects Threats to teacher self-esteem Skills/experience

Activity 1.2: Reflecting on communication roles

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Primary National Strategy

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Primary National Strategy

Responses to scenario: barriers to communication

Sorry, what was it you said?

What would your ideal response from a colleague be in this situation?

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Primary National Strategy

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Primary National Strategy

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Primary National Strategy

Communication that can create or reinforce negative behaviour

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Primary National Strategy

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Primary National Strategy

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Primary National Strategy

Communication that promotes positive behaviour

Communication that promotes positive behaviour

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Primary National Strategy

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Primary National Strategy

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Primary National Strategy

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Primary National Strategy

Optional additional activities: transparent communication

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Primary National Strategy

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Primary National Strategy

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Primary National Strategy

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Primary National Strategy

Activity 1.3: Parent, adult and child modes

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Primary National Strategy

Resource sheet 1.2

Resource sheet 1.2

Transactional analysis: choosing the most effective response