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Congruent Communication in Teaching

Teachers should use congruent communication to address problem situations instead of character. They should describe the situation and what needs to be done, using I-messages instead of you-messages. Appreciative praise is preferred over evaluative praise when responding to student effort or improvement, showing appreciation without character evaluation. Why questions about behavior should be avoided as they make students feel guilty and defensive.

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Priya Darshini Murugan
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71 views1 page

Congruent Communication in Teaching

Teachers should use congruent communication to address problem situations instead of character. They should describe the situation and what needs to be done, using I-messages instead of you-messages. Appreciative praise is preferred over evaluative praise when responding to student effort or improvement, showing appreciation without character evaluation. Why questions about behavior should be avoided as they make students feel guilty and defensive.

Uploaded by

Priya Darshini Murugan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Congruent Communication - addresses situations, not students character or

personality. Effective teachers invite cooperation from their students:


describing the situation and indicating what needs to be done.

Teachers should use I-messages rather than you-messages.

I-message, example: I am very upset.

You-message, example: You are being very rude.

Evaluative praise, example: Good boy for raising your hand. Teachers
should use appreciative praise when responding to effort or improvement.
This is praise in which the teacher shows appreciation for what the student
has done, without directly evaluating the students character or talent.

Teachers should avoid asking why questions when discussing behavior.


Why questions make students feel guilty and defensive.

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