Conversations to help change behavior
It’s pretty easy for most people to see the negative consequences of another person’s behavior. As teachers we observe these behaviors every day and can’t understand why students continue to choose behaviors that cause them problems even after we have explained the many negative consequences of their actions. Communication with students is the most powerful intervention teachers have. So how do we maximize the impact that our conversations with students have?
By studying conversations, between people that result in changed behavior, we can identify elements that moved the conversation in a beneficial direction.
Studies indicate that successful conversations of this nature follow a general sequence and that specific types of interactions are more appropriate at different times of the sequence.
By having a general plan of action (heuristic) and knowing possible kinds of interactions our communications may have a stronger impact.
Even so, there are other elements that must be in place. Change is hard. It takes time, is not comfortable, requires risk, can cause failure, and takes effort. Conversation can provide support but each individual must enact new ideas themselves to create behaviors they consider more powerful.
A problem solving heuristic with five general steps:
- Collection of accurate information;
- Identification of a problem;
- Commitment to change;
- Creation of a plan; and
- Implementation and adjustment as necessary until success is achieved.
Heuristic in action
Mr. Brown had just finished saying that the information he was about to present was very important and everyone needed to record it in his or her journal for future reference. No sooner had he finished and started to write on the board that he heard giggling at the back of the room. He turned around to see Sarah and Jen giggling uncontrollably and Sarah getting back into her seat. He moved to the back of the room and quietly told the girls they were almost out of time, that they needed to get started and asked them to talk to him after class.
He finished putting the rest of the information on the board and the class finished without further incident. He wondered what the heck the girls were up to and what they were trying to do. He certainly did not want future trouble with them or others in the class. He wondered what he needed to do to insure that this incident didn’t lead to more interruptions. He decided to talk to the girls and ask for an explanation.
When class was over he asked the girls to explain what happened. (Collect reliable information) Sarah explained that she didn’t have a pencil to write the notes and asked Jen for one. Jen agreed and when Sarah reached for it she fell off her chair and broke the pencil. Both girls said they couldn’t help themselves and they just lost it.
Mr. Brown used this information, what he knew about the girls from past experiences, and the look on their faces to conclude that the information he collected was probably accurate and they were not trying to hide another agenda from him. Still he wasn’t sure he could let the girls go without worrying about them coming to class prepared, being careful to avoid accidents, cooperating in class, and learning. What he wanted was a commitment for appropriate behavior when the two were together. He wasn’t sure if he needed a "commitment to change" with a plan, and implementation of a plan, or simply an assurance that this was an unusual occurrence that most likely wouldn’t happen again. Therefore, he asked the girls if they thought something like this would happen again.
The girls assured him that it wouldn’t. Sarah said she will remember to bring a pen and that it was just an accident. Mr. Brown again considered what he knew about the girls and their present mannerisms to decide that he was getting a solid commitment and believed they had the desire and knowledge to implement it. He thanked them for talking and said they could go to recess.
This is an example of how a problem solving heuristic was used for what turned out to be, not much of a problem. The entire problem solving conversation was concluded in seconds.
After class…
Mr. Brown "What happened?"
Girls talk and Mr. Brown Listens while looking into each girl’s eyes.
Mr. Brown "Probably not going to happen again?"
Both girls emphatically shake their head no and say, "No, Mr. Brown."
Mr. Brown "Okay go to recess."
Obviously not every problem solving conversation will be that short or have students that are so motivated and have the knowledge and social skills to succeed. Some conversations may go on for days, weeks, or months. There may be misinformation given, agendas hidden for weeks, interventions begun that become unsuccessful due to lack of skill and or motivation. There may times when a student is so uncooperative that we feel we must resort to imposing logical consequences or even punishment.
While those interventions may be necessary we should remember that extrinsic interventions seldom lead to permanent positive changes in behavior and self-discipline. Therefore it is imperative that we keep the conversation going to support the development of knowledge, skill, and motivation for lasting change.
A strategy is to talk through each of these steps to help students set and attain goals for self-improvement. While it seems simple. We must remember that many times students have been honing nonconventional behaviors for many years to gain control over their lives. As a result those behaviors have become a part of their intellectual, emotional, and biophysical physiology. This can create high resistance to change. It takes a calm, persistent, honest, and insightful educator to empower students to choose and achieve appropriate goals to meet their needs in positive ways.
see conversation problem solving heuristic
Robert Sweetland's Notes ©