LECTURER: MARY GRACE S. TERMULO, Ph.D.

CONTACT: +639152570012; mgstermulo@yahoo.com

Text your name and school. Two delegates will receive a simple gift later.

Handouts will be given at the end of the session.

LEADERSHIP
COMMUNICATION WITH BUILDING THE
ENCOURAGING
THE GROUP CLASSROOM
Source: Guidance Approach For The Encouraging
Classroom 4th Ed.
By: Dan Gartrell,
LEADERSHIP
COMMUNICATION
The communication techniques used by
the teacher to positively manage the
group and to build positive relations
with each child, and to reduce mistaken
behaviour.
MANAGING STRONG EMOTIONS

• Time
• Modelling
• Teaching by caring adult

B. THE CONCEPT OF MISTAKEN BEHAVIOUR

ELEMENTS OF GROUP-
FOCUSED LEADERSHIP
COMMUNICATION:
¬ Establishing leadership by being firm and friendly.
¬ Creating guidelines instead of rules.
¬ Using encouragement instead of praise.
¬ Discussing inclusively.
¬ Holding regular class meetings.
¬ Teaching friendliness.
 How does the teacher establish leadership
in the encouraging classroom?

A. ESTABLISHING LEADERSHIP
COMMUNICATION

LEADERSHIP WITH THE GROUP

CONVENTIONAL APPROACH TO
ESTABLISHING LEADERSHIP

Teacher
↑ May fixate on assertion of
will
↑ May lose faith in more
positive teaching practices
↑ Takes the role of
disciplinarian
Student
↑ Suffers from negative
encounters
↑ May receive lasting damage
to self-esteem
GUIDANCE APPROACH TO
ESTABLISHING LEADERSHIP
MAIN POINTS

¬ An encouraging classroom is one in which the

teacher sets and maintains clear limits at the
same time as reinforcing a sense of belonging,
self-esteem, and self-control.
¬ As soon as the teacher and class come together,
the teacher establishes leadership, but in a way
that values children and teaches them to value
each other.
¬ In such an environment, much mistaken behaviour
becomes unnecessary.
 Why are guidelines, not rules, important
in the encouraging classroom?

B. GUIDELINES, NOT LEADERSHIP

COMMUNICATION

RULES WITH THE GROUP

ABOUT RULES
ABOUT RULES
 PROBLEM WITH RULES
TEACHER AS EFFECT OF
TECHNICIAN PUNISHMENT

B. GUIDELINES, NOT RULES

 B. GUIDELINES, NOT ¬Response taken by the adult
RULES should “fit” a child’s mistaken
act.
¬Used as the last resort.
LOGICAL
¬Usefulness in the Guidance
CONSEQUENCES
Approach:
• The consequence is logical
to the child as well as to
the adult.
• The consequence is not
set beforehand.

B. GUIDELINES, NOT RULES

 B. GUIDELINES, NOT ¬ The adult teaches what
RULES productive behaviour is;
they do not just admonish
against mistaken behaviour.
THE BENEFITS OF ¬ Alternatives:
GUIDELINES • Present guidelines during
orientation
• Construct guidelines as
the situations arise
(through class meetings)

B. GUIDELINES, NOT RULES

 B. GUIDELINES, NOT Benefits of student
RULES involvement:
• Active involvement
• Reflection
CREATING • Meaningful connections
GUIDELINES • Respect for rules
• Sense of community
• Problem solving through
negotiation
• Cooperation
• Inductive thinking
• Ownership

B. GUIDELINES, NOT RULES

 B. GUIDELINES, NOT How to involve small children
RULES through discussion:
↑ Why the guideline is
important
CREATING ↑ Why we might not be
GUIDELINES able
to follow it
↑ What we can do if we
forget and make mistakes

B. GUIDELINES, NOT RULES

 B. GUIDELINES, NOT ¬They supportively educate
RULES children to standards of
behaviour.
¬They allow teachers a range
REASONS FOR of choices and so empower
USING GUIDELINES them to be professionals.

B. GUIDELINES, NOT RULES

MAIN POINTS
¬ Rules tend to be stated in negative terms and have
present consequences.
¬ Rules institutionalize the use of punishment, fail to
respond adequately to the complexities of situations,
and reduce the role of the teacher to a technician.
¬ Guidelines educate children toward productive
behaviour.
¬ Helping to formulate guidelines increases children's
ownership of the guidelines and their sense of
belonging in the class.
¬ Guidelines allow the teacher the range of choices
appropriate for a guidance professional.
 Why is encouragement more appropriate
than praise?

C. LEADERSHIP
COMMUNICATION

ENCOURAGEMENT WITH THE GROUP

DIFFERENTIATION
 Target Conformity of the group;
not individual recognition
EXAMPLE OF
Others feel slighted
PRAISE Exclusion
because they were not
praised for working hard.
“Children, see Reaction Resentment toward
Joshua for being praised.
what a good
Dependent on teacher
worker Joshua for evaluation instead of
Result 1
is!” doing self-evaluation.
Students become uneasy
Result 2 about being singled out
next.
Result 3 Mixed feelings for
Joshua: embarrassed for
public praise, pressure to
perform well again.
OUTCOME OF PRAISE
TYPES OF
ENCOURAGEMENT
EFFECT OF ¬The teacher gave a self-
PUBLIC report:
ENCOURAGEMENT ¬ Described the event being
recognized
¬ Gave a personal response (I-
message)
“You are working
very hard on your ¬No child was singled out
journals today. ¬The teacher avoided
Many special institutionalizing “winners”
and “losers”
story-pictures are
¬The group feels a positive
being made. I am group spirit.
proud of you all.” ¬The students were
empowered to evaluate their
efforts.
EFFECT OF ¬ The teacher gave a self-
PRIVATE report:
ENCOURAGEMENT ¬ Described the event being
recognized
¬ Gave a personal response (I-
“You are building a message)
castle, Julia. It has
towers and walls and ¬ The encouragement was
windows and doors. I really meant for one person.
am impressed.” ¬ The person can evaluate
her work.
¬ She feels positively about
working again.
ENCOURAGEMENT –
WHAT TO SAY

GOOD JOB!

Why is encouragement more

 Why is encouragement more
appropriate than praise?

STARTER STATEMENT
 Why is encouragement more
EFFECT OF appropriate than praise?
ENCOURAGEMENT
 ENCOURAGEMENT ¬ They are used more for
OR BRIBERY? praise than
encouragement.
¬ They are difficult to give
privately.
STICKERS
¬ Builds dependency on the
AND SMILEY teacher.
FACES ¬ Demean the intrinsic worth
Personal of the learning activity.
encouragement
is more
appropriate for
young children. Why is encouragement more
C. ENCOURAGEMENT
appropriate than praise?
 ENCOURAGEMENT ¬ Save the use of stickers for
OR BRIBERY? children with pronounced
need.
¬ Level Three Mistaken Behaviour
¬ Give privately and with
STICKERS explanation
¬ Phase out when noticeable
AND SMILEY progress is made

FACES ¬ Use stickers to celebrate not

Personal evaluate. Give to everyone
for the group’s
encouragement accomplishment.
is more
appropriate for
young children. Why is encouragement more
appropriate than praise?
C. ENCOURAGEMENT
 After the child struggled
PRAISE publicly and persevered.
Classroom recognition when
everyone takes a turn.
When is it
appropriate?

Why is encouragement more

appropriate than praise?
C. ENCOURAGEMENT
MAIN POINTS
¬Praise rewards achievements, often is used to
manipulate the group, and fails to distinguish between
personality and deeds.
¬Encouragement empowers effort; does not single out or
evaluate personalities; gives specific , positive
feedback; and builds an encouraging environment.
¬Public encouragement is directed to the group, private
encouragement to the individual.
¬Teachers are mastering the technique of
encouragement when they can comment on details in
children’s efforts in ways that encourage interaction with
the child.
 Why is discussing inclusivity important?

E. DISCUSSING LEADERSHIP
COMMUNICATION

INCLUSIVITY WITH THE GROUP

DISCUSSING
INCLUSIVELY
The teacher listens.
She does not discard comments that seem out of context.
 With the coming of spring, a
CLASSROOM kindergarten class had
ANECDOTE 1 finished a dinosaur unit and
was well into hatching
chicken eggs. In a discussion
the class talked about how
baby chickens right away
know to peck for food. The
teacher asked if anyone knew
HOW WOULD YOU what the word instinct meant.
REACT? One child raised her hand
and announced, “That’s like
dinosaurs ‘cause they're not
alive any more.”

D. DISCUSSION INCLUSIVITY
 The teacher started to call on
CLASSROOM another child then turned to
ANECDOTE 1 the first child and thanked her
for the comment. With an
impressed smile, the teacher
explained to the class the
difference between instinct
and extinct. In an instant the
WHAT MADE child changed her expression
from concern to smile.
THE CHILD
HAPPY?

D. DISCUSSION INCLUSIVITY
 GUIDANCE ¬ The teacher needs to make
the discussion interesting
APPROACH
so that children will want to
participate.
¬ Children do not listen when:
¬ Content and delivery has no
WHEN THE relevance
CHILD DOES ¬ There is possibility of
embarrassment in public
NOT APPEARE correction

TO BE ¬ Children listen when

diversity of ideas and
LISTENGING opinions are
accommodated.

D. DISCUSSION INCLUSIVITY
 A teacher was reading the
CLASSROOM classic Harry the Dirty Dog to
ANECDOTE 2 her new first-grade class. A
new girl the teacher hadn’t
gotten to know yet raised her
hand and said, “Teacher, we
got a canary at our house.”

WHAT WILL
YOU DO AT
THIS POINT?
 CLASSROOM The teacher decided to use
reflective listening and
ANECDOTE 2 repeated the girl’s comment,
“Rita, you have a canary?”
“Yes,” said Rita, “And last
night it was dirty so me and
my dad gave it a bath, and
then it was cold, so we put
WHAT WILL new newspapers in its cage
YOU DO AT and put it by the radiator, and
this morning its feathers was
THIS POINT? soft and warm and fluffy.”

D. DISCUSSION INCLUSIVITY
 The teacher noted Rita’s
CLASSROOM “application of relevant ideas,”
ANECDOTE 2 and thanked her .
Another child then chipped in,
“Guess what, teacher, we have
two canaries!”
The teacher, who knew this,
said, “Yes, Ramon, you do.” She
then added, “You know what,
WHAT WILL everybody? Let’s see what’s
going to happen to Harry,
YOU DO AT because he needs a bath just
like Rita’s canary din. As soon
THIS POINT? as we finish the book, we’ll talk
more about pets and whether
you give them baths.

D. DISCUSSION INCLUSIVITY
 She finished the book, and
CLASSROOM resumed the discussion,
ANECDOTE 2 beginning with Ramon. She
then had the class write
and/or draw in their journals
about when they gave or
might give a pet a bath. The
children worked hard on their
WHAT WILL journals, and shred them at
language arts focus time the
YOU DO AT next day.
THIS POINT?

D. DISCUSSION INCLUSIVITY
MAIN POINTS

¬ In group situations, as well as with individuals, the

teacher listens. She goes beyond a preoccupation
with right or wrong answers and who is and is not
listening.
¬ Instead, the teacher works to make class
discussions opportunities for engagement by
children through welcoming all perspectives in a
mutually respectful atmosphere.
¬ By discussing inclusively with children, the teacher
is building an encouraging learning environment.
 How do class meetings build the
encouraging classroom?

F. CLASS MEETINGS:
HOW THEY BUILD THE LEADERSHIP

ENCOURAGING
COMMUNICATION
WITH THE GROUP

CLASSROOM
 TWO TYPES
CIRCLE TIME CLASS MEETING

CIRCLE
FORMATION
 PURPOSE OF TWO
TYPES
CIRLCE TIME CLASS MEETING

¬ To open activity, weather, ¬ To encourage reflection and

calendar, lunch count, finger sharing of children and teachers
plays, songs, stories, and about their experiences, needs,
lead-in for the day’s concerns, and triumphs
academic program
¬ To establish a sense of
belonging within the group,
conduct class business, and to
solve problems that arise.

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

 GUIDELINES FOR
CLASS MEETINGS
GENERAL FOR TEACHERS

¬ Anyone can talk ¬ Support each child in the

expression of his views
¬ Take turns and listen
carefully ¬ Maintain a positive, caring focus

¬ Be honest ¬ Personal situations may require

private remedies
¬ Be kind
¬ Meetings are to solve problems,
Class meetings
not create them
become a primary
method for teaching ¬ Building encouraging community
democratic life skills. that include everyone
E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM
 A prekindergarten teacher
CLASSROOM
held an afternoon class
ANECDOTE 3 meeting before going home.
Marcie explained to the class
that there were some
WHAT problems happening on the
climber during playtime and
REMINDERS asked if some children could
WILL YOU SAY share about them.
TO THE
STUDENTS
BEFORE THEY
SHARE?

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

 CLASSROOM One child said, “I got bumped
on the top and I nearly falled
ANECDOTE 3 off.”
Another child said,
“Somebody stepped on my
fingers when I was climbing
up.”
WHAT WILL
A third child stated, “I was
YOU DO AFTER going down the slide and
HEARING THE someone was comin up and I
bumped him.”
SHARING?

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

 CLASSROOM One child said, “I got bumped
on the top and I nearly falled
ANECDOTE 3 off.”
Another child said,
“Somebody stepped on my
fingers when I was climbing
up.”
WHAT WILL
A third child stated, “I was
YOU DO AFTER going down the slide and
HEARING THE someone was comin up and I
bumped him.”
SHARING?

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

 Marcie helped the children
CLASSROOM discuss the problem a bit
ANECDOTE 3 more. Then (rather than take
the climber down) she asked,
“How can we solve this
problem so no one gets hurt
and we can use the climber
safely?”

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

 CLASSROOM She wrote down the children’s
ideas, stating them positively,
ANECDOTE 3 as guidelines:
1. We sit or crawl on the top
and do not stand.
2. We give other people room,
like when they are climbing
up.
3. We go down the slide,
except on Fridays. (Marcie
really liked this suggestion
because she wanted them
to practice awareness of
the calendar.)

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

 Marcie slowly read the
CLASSROOM guidelines back to the
ANECDOTE 3 children. The children agreed
that they would follow them.
She “ceremoniously” posted
them by the climber. For a
few days, she or another
adult stayed close to the
climber and provided
reminders about the
guidelines. The children soon
had memorized them and
reminded each other.

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

 CLASS MEETINGS / MAGIC
CIRCLE

Glasser Model Wolfgang’s Model

¬ Identify problems and ¬ There are no right or wrong

work toward solutions answers
¬ No faultfinding by ¬ Every child can participate
participants without fear of correction
¬ Honest opinions are ¬ Reduce personal judgments
stated and respected
¬ Use reflective statements to
affirm what the student said
or meant
E.CLASSMEETINGS:HOW THEYBUILDTHE
GLASSER’S TYPES OF
CLASSROOM MEETINGS
WHEN TO HAVE
CLASSROOM MEETINGS
DISCUSSION
SKILLS IN
CLASS
MEETINGS
 In Vicky’s kindergarten class,
CLASSROOM
Gary wet his pants. A
ANECDOTE 4 volunteer took Gary to the
nurse’s office where extra
clothes were kept.

WHAT WILL
YOU DO?
 Vicky overheard some of the
CLASSROOM children talking about Gary
ANECDOTE 4 and decided it was time for a
class meeting. She explained
to them what had happened.
She then told a story about
when she was a little girl, she
wet her pants too and felt
WHAT DO YOU very embarrassed. She said
people sometime have
THINK accidents, even adults, and
HAPPENED? it’s important that we be
friendly so they don’t feel
badly. Vicky then paused and
waited for a response.

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

 The children began to share
CLASSROOM similar experiences they
ANECDOTE 4 remembered. When Gary
came back to the room,
another child smiled at him
and said, “It’s OK, Gary; last
time I wet my pants too.”
Other children said, “Me, too.”
Looking greatly relieved, Gary
took his seat. The class got
back to business.

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

 SPECIAL
CONCERN 1

CLASS
MEETINGS &
LEVEL THREE
MISTAKEN
BEHAVIOR AVOID EMBARRASSMENT

E. CLASS MEETINGS: HOW THEY BUILD THE ENCOURAGING CLASSROOM

MAIN POINTS

¬ Class meetings are held to maintain a sense of

community, carry on the business of the class, and
solve classroom problems.
¬ Scheduled class meetings occur most often at the
beginning and en of the day.
¬ The teacher calls unscheduled meetings when events
cannot wait.
¬ Guidelines such as the need to be respectful of others
make lass meetings positive and productive experiences.
¬ Even with preschoolers, class meetings build the
encouraging classroom.
 How does the adult teach friendliness
in the encouraging classroom?

F. ENCOURAGING LEADERSHIP
COMMUNICATION

FRIENDLINESS WITH THE GROUP

SPECIAL
CONCERN 2

EVALUATING
RELATIONSHIPS
SPECIAL
CONCERN 2

ADDRESSING
CLIQUES &
SQUABBLING
SPECIAL
CONCERN 3

BEING INCLUSIVE
MAIN POINTS

¬ Beginning with class meetings, the teacher

acquaints children with the pain of being
stigmatised buy others.
¬ She models and encourages friendly inclusion in
all classroom activities.
¬ The teacher uses active leadership, especially
during conflicts, to teach children that while they
can choose their own friends, they need to be
friendly to all.
 How does leadership communication with
parents build and maintain partnerships?

G. LEADERSHIP
COMMUNICATION
LEADERSHIP
COMMUNICATION
WITH THE GROUP
WITH PARENTS
SPECIAL ACTIVITIES

¬Send welcome letters.

¬Give special invitation for parents to observe the first
day of classes.
¬Call each family on the first night of school.
¬Hold an orientation meeting.
¬Have parent conferences during the first month.
¬Invite parents to be involved in school programs.
¬Assist parents to find tasks in the classroom they are
comfortable doing.
 SPECIAL ¬ Send “happygrams”
CONCERN 4 ¬ Discuss the content with the
students.
¬ This will improve delivery
rate.
¬ For serious matters, it is
best to have a conference
WRITTEN NOTES rather than send a letter.

G. LEADERSIP COMMUNICTION WITH PARENTS

 SPECIAL ¬ Have “happytalks”
CONCERN 5 ¬ Use the compliment
sandwich when inviting
parents for conference over
the phone.
¬ For serious matters, it is
best
rathertothan
havesend
a conference
a letter.
TELEPHONE
CALLS

G. LEADERSIP COMMUNICTION WITH PARENTS

 ¬ Consider convening a parent
SPECIAL committee to help plan
CONCERN 5 meetings.
¬ Assess parents’ interest and
needs.
¬ Make planned preparations for
meetings.
¬ Get the word out about the
SUCCESSFUL meeting.
PARENT ¬ Follow the guidelines for
meetings.
MEETINGS
¬ Include the parent committee
and/or all involved to assess
how the meeting went.

G. LEADERSIP COMMUNICTION WITH PARENTS

 ¬ Short greetings, overview of the
SPECIAL program.

CONCERN 5 ¬ Icebreaker activity to help parents

relax.
¬ Main activity:
¬ Lecture
¬ Panel discussion
¬ Open discussion
GUIDELINE FOR ¬ ¬Closing
Video activity
¬ Small group discussion
PARENT
¬ Question and answer
MEETINGS ¬ Summary
¬ Snacks
¬ Parents leave with projects,
handouts, flyers, thank you card.

G. LEADERSIP COMMUNICTION WITH PARENTS

 SPECIAL PREPARATION
CONCERN 6 ↑ venue
↑ records
CONDUCT
↑Start with “I” message
↑Present materials
PARENT ↑Use
↑Use reflective
compliment sandwich
CONFERENCE listening
↑Have a follow up plan
EVALUATION

G. LEADERSIP COMMUNICTION WITH PARENTS

 SPECIAL PITFALLS TO AVOID
CONCERN 6 ¬ Technical terms and
jargon. Use simple words.
¬ “Expert” role. Describe
events and trends.
¬ Negative evaluations of a
child’s capabilities
¬ Unprofessional comments.
PARENT Respect principle of
CONFERENCE confidentiality.
¬ Flat-out advice. Offer
alternative suggestions.
¬ Instant problem-solving.
Decide on a cooperative
plan.
G. LEADERSIP COMMUNICTION WITH PARENTS
 MAIN POINTS
¬ Leadership in communication with parents lies with the teacher.
¬ Five types of leadership communication with parents are: notes
home, electronic communication, telephone calls, parent
meetings, and parent-teacher conferences.
¬ Notes, emails and telephone calls are best used to deliver happy
programs that recognize children's progress, provide necessary
information to parent, and set up conference follow up.
¬ Telephone calls are most direct and can also be used as
conference follow –ups. Parent meetings take planning, often
done with a parent committee.
¬ Parent conferences have three phases: preparation, conduct, and
evaluation.