ࡱ> 574 TbjbjcTcT .(>>8Gc.:jlllllltlljj`t%XV0   Hll  : Background Rosenberg M.B. (2003) Non-Violent Communication A Language for Life, Encintas CA: PuddleDancer Marshall B. Rosenberg is the founder and director of educational services for the Center for Non-Violent Communication. He gained his doctorate in clinical psychology in 1961 having studied under Carl Rogers at the University of Wisconsin. His work is strongly influenced by Rogers and other key theorists in the humanistic tradition like Fromm, Maslow and Becker. He also draws on Ghandis work and that of other non-violence activists. Introduction and links to module content In this module we have discussed how the behaviourist model of education and training has re-emerged as the dominant organising force of our current system. We have also noted that many people are drawn to teaching because they are people-centred and have strong values in relation to helping everyone achieve their potential through learning. Inclusive education practices can also bring the teacher into contact with a very wide range of students some of whom will be challenging to communicate effectively with. We have also looked at the limitations of using behavioural modification strategies based on behaviourist principles. Therefore, we are going to investigate this humanistic-based approach to communication as an alternative approach to classroom management. Non-Violence is one of the underpinning values of Education for Sustainable Development. Sustainable development needs tools and systems that can help resolve conflicts effectively and long-term. Sustainable communities must be able to work together and resolve conflicts without using force and violence. Non-Violence should never be thought of as passive. It is not turning the other cheek or adopting a laissez-faire attitude. Instead it is an active and dynamic process that tries to resolve conflict in a way that allows both sides to feel heard and accepted. In our practice, the alternative to not using force, discipline and punishments to maintain authority in the classroom cannot be simply doing nothing. Unfortunately it is only too common for teachers who want to be nice to their students to end up tolerating a great deal of behaviour that they really dont think is right. Now see PowerPoint presentation a handout for students you dont have to run it as a PowerPoint in a small-ish group it can work well to model a more humanistic approach and sit in a square/circle with the teacher as part of the group but the handout from the presentation can still be used. Practical Exercise Module 3 A role play using NVC techniques to explore a common issue facing teachers especially (but not exclusively) those working with 14-19 year olds Scenario: The teacher is struggling in their level 2 BTEC/NVQ class because of the constant low-level disruption from a number of the students who take every opportunity to chat amongst themselves, play with phones and generally mess about instead of focussing on the task in hand. No individual incidents are serious enough to invoke disciplinary procedures, but the situation is deteriorating. One student is always at the centre of the disruption.. In your group of 4 one person takes the role of the teacher and one the role of the student. You should have time for the other pair to have a go as well. The other two members of the group should help by observing and making comments/suggestions. Dont be afraid to have a go stop talk about it and have another go. It is likely to feel strange to start with and practicing a few times will help. Teacher - You can try using your own words right from the start or if you are stuck you can use the suggestions below. It is best to get all four stages into a fairly short sentence all in one go before the student responds (Stage 1 0bservation) I have noticed that you seem to find it hard to pay attention in class and that you often play with your phone when I am asking you to get on with your assignment( Stage 2 Feelings) This makes me feel irritated and frustrated ...(Stage 3 needs)because in order to do my job well I need to have more a quieter and more focussed atmosphere in class (Stage 4 request) So, are you prepared to keep your phone in your bag/pocket and leave it off? Student go with your own response or try one of the responses below 1) Dont know why youre making a fuss Im just having a laugh 2) Its boring I cant be bothered 3) Ive got a lot of problems in my life 4) Im out of my depth/ cant understand/ have learning difficulties Remember let the scenario develop as far as you can with the teacher using NVC techniques and the student responding genuinely. Remember: no moralistic judgements; stick to feelings and need; empathetic listening.     Non-Violent Communication Resource for TPPELS module 3  AUTHOR savory Page  PAGE 1  DATE \@ "dd/MM/yyyy" 28/01/2010  !N\]" K '1Ddo  }ڴڇ|rhrhZPh|WOJQJ^Jh|Wh|W5OJQJ^Jh?OJQJ^JhP OJQJ^JhMn6OJQJ^Jh%hP8o6OJQJ^J h07hP8oOJQJ^JmH sH h}wqOJQJ^JmH sH hP8oOJQJ^JmH sH hJwhP8oOJQJ^JhP8o6OJQJ^JhP8oOJQJ^Jh0)hP8oOJQJ^JhP8ohP8o5OJQJ^J jk! " K no  gdMngdP8o}actv $.QjrsȺҔ҅}y}y}y}yh?jh?UhP8ohP8o5OJQJ^JhhP8o5OJQJ^Jh/ph/pOJQJ^Jh/p5OJQJ^Jh/ph/p5OJQJ^Jh/pOJQJ^JhP8oOJQJ^JhP OJQJ^Jh|WOJQJ^Jh|Wh|W56OJQJ^J. 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