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The American psychologist Thomas Gordon has dedicated his entire life to developing a theory that today finds application in many areas of society, especially in the school sector.
His namesake method consists of a set of techniques whose purpose is Improve communication between adult and child (but also between peers), to make it more effective from a psychological point of view. And communication, as you know, is one of the motors learn and teach, both in presence and, even more, at a distance. It normally applies to communication between parents and children, but also to communication between teacher and student and between teacher and parent.
Advantage
Gordon’s scheme allows you to create a relaxing and relaxing classroom environment, dedicated to integration and mutual understanding, as well as trust between the parties, without the specter of judgment or misunderstanding: everything, simply by exercising good communication. A good communicator, according to Gordon, should have some basic skills: active listening me the message “I”. Both are fundamental moments in his method, which is divided into 3 main steps.
Active listening
The first step of the Gordonian scheme is active listening, the focal point of communication which, in turn, is divided into 4 main moments:
a) passive listening during the initial phase (in which the recipient of the communication listens silently and assimilates the information without interrupting);
yes) verbal and non-verbal welcome messages (for example, sentences in which the listener reiterates that he is really listening, or nods his head);
C) invitations to go deeper (“Tell me better”, “So what?”);
re) real active listening: last step, in which the recipient repeats what the speaker said in his own words, also trying to insert an emotional component that allows the other conversationalist to be at ease.
First person message
This is the second step of the Gordonian scheme, and is also known as the “I message.” This too, like the first, is an important moment of communication, since the speaker (for example, the student) needs an interlocutor (for example, the teacher) who, when communicating with him, uses a simple and understandable language: for this, the teacher is invited to speak in the first person, perhaps using anecdotes. This will allow the student to trust his interlocutor and feel comfortable.
Problem resolution
The third and final phase of Gordon’s method is the Problem resolution, intended not as a “practical problem solving”, but rather of any relationship or communication problem. It is, therefore, a period of time, during the conversation, in which the teacher will have to put into practice all their skills to help the student, spending time with him / her. “Relational time” in which you can express your anxieties and / or concerns about the success of any oral question or presentation in front of the class.
When and how to apply it in the classroom?
It is good to note that Gordon’s model of good communication practices is applicable to any circumstance in which an exchange of information or messages occurs, in the classroom or elsewhere. However, it may be appropriate to follow it closely at times when communication may be prone to misunderstandings or may cause anxiety and excitement in the student. For example, a query can be an excellent circumstance in which the teacher can practice their own active listening, abounding in your verbal and non-verbal welcome messages: this will help the student interviewed to calm down, thanks to the idea that the teacher is doing everything possible to understand your oral presentation (with all its possible limitations). On the contrary, the student should have no qualms about doing so. invitations to study for the teacher, or to a classmate who is giving a classmate’s lesson orally (and why not, even during questioning): requests to better explain or repeat a concept are still viewed with some fear in class. Instead, it is important to remember that they are an integral part of active listening, so they are necessary for good communication. Again: it is important to use a first person message in moments of tutorships in the classroom; Finally, it might be good practice to focus on the Problem resolution in laboratory activities.
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