Chapter 8 Leadership Communication with the Individual
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A Guidance Approach for the Encouraging Classroom, 6th edition by Dan Gartrell
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Chapter 8 Leadership Communication with the Individual
- 1. Chapter Eight “Leadership Communication with the Individual” ©2014 Cengage Learning. All Rights Reserved.
- 2. Guiding Questions 1. How do teachers’ listening skills build relationships? 2. How do contact talks encourage young learners? 3. What is a compliment sandwich and how does it work? 4. Why is friendly humor an important guidance strategy? ©2014 Cengage Learning. All Rights Reserved.
- 3. Guiding Questions 5. Is friendly touch still a viable guidance technique? 6. Why is the teaching team important in leadership communication? 7. How can teachers care for themselves so they can care for the children? 8. Cultural Responsiveness: How does the teacher foster inclusive social identity in children? 9. Parent Partnerships: How do teachers use leadership communication in the parent-teacher conference? ©2014 Cengage Learning. All Rights Reserved.
- 4. After studying this chapter, you should be able to: • Explain whether the use of touch is a viable guidance technique. • Explain how teachers can care for themselves so that they can care for children. • Tell how teachers use leadership communication in the parent-teacher conference. ©2014 Cengage Learning. All Rights Reserved.
- 5. Importance of Teacher Listening Skills • There are a variety of listening techniques that a teacher can employ: – Attending – Reflective listening – Acknowledgement – Open-ended questioning – Wait time – I-messages – Expansion • Using listening techniques helps to build a positive relationship with children and encourages them to process and express their thoughts and feelings. • Techniques are effective when they’re blended, depending on a teacher’s professional judgment. ©2014 Cengage Learning. All Rights Reserved.
- 6. Contact Talks • Contact talk is the practice of spending quality time with each child to check-in and get to know them. • Even a very short time matters to children, telling them that they are valued so much that their busy teacher finds time to talk to them. • Likely times for contact talks: – Before other children arrive – During choice time – During unstructured active playtimes – At lunch – During a break in the day – After a self-directing activity has begun – After school ©2014 Cengage Learning. All Rights Reserved.
- 7. Compliment Sandwich • The compliment sandwich is a focused way of giving encouragement. • Flow of a compliment sandwich: – 1. At least one statement of encouragement – 2. One suggestion, recommendation, request, or question – 3. At least one compliment • The ratio of positive-to-negative comments is important, as research suggests that the bare minimum for a child to feel supported is two positive to one negative. ©2014 Cengage Learning. All Rights Reserved.
- 8. Friendly Humor • Friendly humor affirms positive relations with children and supports a friendly atmosphere in the classroom. • Teachers who see humor even in trying moments can defuse problems effectively. • “We need humor in the classroom but let’s be careful about it. Humor can be a two-edged sword. Some rules for humor: Never use it as a weapon, nor to chastise or correct. Never make a student the butt of a joke, and remember not to take yourself too seriously” (Halcrow, 1988) ©2014 Cengage Learning. All Rights Reserved.
- 9. Touch as Guidance Technique • Friendly touches can contribute to a warm and caring environment. • The acceptable bounds of touch, however, need to be outlined in policies and understood and practiced by all staff and volunteers. • Children need to be taught to understand what “friendly touches” are in the classroom setting and why those are the guidelines. ©2014 Cengage Learning. All Rights Reserved.
- 10. Caring for Yourself • Early childhood professionals are at risk of overfunctioning-- feeling they must be all things to all people. • Honestly confronting within oneself the cause of the stress is a first step to making life more manageable. • Purposeful behaviors that can reduce stress: – exercising, relaxing strategies – taking a break – setting reasonable limits – letting oneself be silly – practicing flexibility – venting to trusted others – prioritizing tasks – creatively solving problems – breaking big tasks down into little ones – actively collaborating/working with/playing with others ©2014 Cengage Learning. All Rights Reserved.
- 11. Family Partnerships • Helping families to understand that the teacher accepts them can be evidenced in how parent-teacher conferences are conducted: – Choosing a setting that is comfortable for the family member – Using the language of the family member (be wary of jargon, use interpreter as needed) – Work to understand the family’s rules, principles, and beliefs – Monitor your own level of discomfort and how you’re responding – Try to build a collaborative system – Invite the family to be partners and share suggestions, notice behaviors, etc. – Use listening strategies ©2014 Cengage Learning. All Rights Reserved.