Teacher Effectiveness Training
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Contents |
[edit] Definition
"Effectiveness Training is a communication model that translates a humanistic ideology into a complete and consistent set of practical skills." (Tauber,159)
[edit] What is the assumption for Teacher Effectiveness Training?
T.E.T. model was founded by Dr. Thomas Gordon, who is a renowned psychologist and a pioneer in teaching communication skills and conflict resolution methods to parents, teachers, youth, organization managers and employees.
The Rogerian (Emotionallly Supportive ) Model(next generation of TET): (excerpt from Solving discipline and classroom management problems, 2001)
Rogers believes that given empathetic understanding, warmth, and openness, one will choose what is best for oneself and will become a fully functioning person, constructive and trustworthy. The child is seen as “exquisitely rational,�? and it is believed that problems arise from the conflict that occurs when the inherent rationality is stifled. It is felt that this “stifling�? happens in the classroom when teachers set about to order, direct, or force a student to behave according to the teacher’s will.
Teachers have three types of relationship times with their students: Teaching/Learning time, when teacher and students are on task, attentive, and participating; Student-Owned Problem time, when students experience upsets or problems that distract their attention from learning tasks; and Teacher-Owned Problem time, when the teacher experiences problems with unacceptable student behavior and is distracted from teaching tasks.
In TET, teachers learn specific skills of interpersonal communication and problem solving that they use to more effectively assist students with problems and to help get changes in unacceptable student behaviors. The result is that teachers teach more and feel better about themselves as teachers, because their students learn more. http://www.teachereducation.com/about_tei.htm
Outline of Teacher Effectiveness Training (T.E.T.)
Basic Assumptions on Motivation
- The student is seen as motivated by the internal desire to be good.
- He or she is helped by a warm accepting nonjudgmental relationship with another.
- The student is rational—capable of solving his or her own problems.
There are 7 behaviorial skills taught in the TET classroom:
1. Behavioral Observation 2. Identifying Problem Ownership 3. Demonstrating Understanding 4. Being Understood 5. Expressing Recognition 6. Confrontation 7. Win/Win Problem Solving
Gordon developed this theory based in the success of his first venture - P.E.T. (Parent Effectiveness Training)and upon the success of T.E.T., Gordon developed L.E.T. (Leadership Effectiveness Training).
[edit] How to implement this method?
- Critical listening
- Acknowledgements
- Door openers
- Active listening
- Influencing
[edit] Strengths for TET
"TET goes beyond the vague descriptions of being an accepting teacher to students and instead prescribes specific teacher actions, and methods to attain that end. In this model students learn to solve their own problems, which they must own, thus developing responsibility. These practices are also seen as supporting the running of a democratic rule-setting classroom through appeal to a controlling orientation. Techniques such as I-messages, no-lose problem solving, and the prohibition of punishment are used in a manner that spare the students feeling of guilt and related resentment. Well-meaning teachers whose motivation is to work and help students whose motivation is to work and hlep students are also given new guidance regarding 'problem ownership.'"(Wolfgang, 2001)
[edit] Limitations for TET
'Powerless'model because of the lack of proposed punishments or consequences;
Teachers should be sufficiently trained to deal with such deep emotional concerns as physical and emotional abuse;
Too time-consuming.
Some students may not want to develop good relationships with their teachers or peers & therefore avoid participation in the class, school & problem solving activities. It is not possible to force a person to engage in discussion if they do not want to do so.
[edit] Personal perspectives
(Weiwei Xie)
TET is my most favorite classroom management method I would like to choose because it encompasses emotions both at the standpoint of the teacher and of the student, and obviously the teacher should be self-motivated so as to give the student enough support and understanding why he/she has expressed his/her feeling in such way and always believe that the student is capable to do things right finally.
However, sometimes the teacher can not avoid negative emotions when confronted with some student disruptive behaviors. It seems to be still idealism that the teacher keeps being an active listener and facilitator all the time. Take myself for example, although I always remind myself that I should in every moment to be a good listener, a kind helper, a strong supporter towards my students, there are times I cannot be active, be positive and help feeling aversive and humiliated when my authority is challenged or ignored.
(Emily Cox) I'm still so very intrigued by this method. I would really enjoy meeting and talking with teachers who are able to use this with rough students at the high school level. It is a good fit for my personality, and explains how I feel students (and teachers) should be treated. I would gladly use this with a class of 10 or 15 students. However with 25 to 35 it seems too overwhelming; and when I feel as though my students are at odds with me until I can prove how tough I am. I'd love to hear that this really works, but it still sounds so much like a fairy tale to me.
[edit] Reference
Gordon, T. (1974). Teacher Effectiveness Training. New York: Peter H. Wyden.
http://www.thomasgordon.com/aboutdtg.asp
Powerpoint presentation on guide to discipline http://www.mathguide.com/services/Discipline/GuideDiscipline.ppt
Wolfgang, C.H. Solving discipline and classroom management problems. (5th edition). Wiley, NJ(2001)
Discussion(from Kathryn): I have a question regarding the statement or assumption that because there is a lack of proposed punishments, the teacher has no power. If a person (teacher, parent, whatever...) is deemed as being "effective", how can they not have a certain amount of power? What are the characteristics of an effective person? Stephen Covey believes that an effective person should have good character, ("a person with high character exhibits integrity, and maturity") and competence (these people have knowledge and ability in a given area). Covey believes that when a person can balance these two areas, they "build their own personal trustworthiness an their trust with others". He too discusses maturity and its importance in leadership. I could go on and on about this, but I encourage people to read the book. There are so many details that I couldn't possibly discuss everything Covey has to say in this forum.
I agree with and use many of the principal teachings of Thomas Gordon, but disagree with his notion that stifling happens in a classroom when a teacher orders, directs, or forces a student to behave according to the teacher’s will. If done correctly, “directing�? a student helps the classroom to become one in which learning can happen, free of distractions. I would agree to use what Gordon terms “noncontrolling methods�? as a first course of action. These would be three of the four types of authority (a condition that allows a person to exert influence or control over others): “1) expertise inherent in a person’s special knowledge, experience, training, skill, wisdom, and education; 2) job description; and 3) commitments, agreements, or contracts�?. These can exert positive influence on your students. The one type of authority that would diminish the teacher’s effectiveness is “power – the ability to control others against their wishes as opposed to influencing them�?. I use I-messages with much success and feel his use of “door openers�? and “active listening�? are all important for a teacher to use. Connie Early
Reference: Charles, C. M. Building Classroom Discipline. (2002). Boston, MA: Addison Wesley Longman, Inc. Robert T. Tauber Classroom Management: Sound Theory and Effective Practice (1999). Boston, MA
[A Course on TET http://www.teachereducation.com/tetout.html]
