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~East European Scientific Journal #1(65), 2021 13
УДК 372.881.1
ГРНТИ 14.35.07
Belmaz Ya. M.
Doctor of Pedagogical Sciences, Full Professor, Head of the Department of Foreign Philology of Municipal Establishment «Kharkiv Humanitarian Pedagogical Academy» of Kharkiv Regional Council
ORCID 0000-0002-8823-640X Belyaev S. B.
doctor of pedagogical sciences, associate professor, Head of The Department of Pedagogy, Psychology and Education Management Municipal Establishment
«Kharkiv Humanitarian-Pedagogical Academy» of Kharkiv regional Council
ORCID 0000-0003-1272-2038 Sergieieva I. S.
Candidate of Philological Sciences, Docent, Associate Professor of the Department of Foreign Philology of Municipal Establishment «Kharkiv Humanitarian Pedagogical Academy» of Kharkiv Regional Council
ORCID 0000-0003-0973-3078
CONSTRUCTIVE COMMUNICATION IN TEACHING FOREIGN LANGUAGES
TO THE GENERATION Z
Бельмаз Я. М.
Доктор пед. наук, професор, заведующая кафедрой иностранной филологии Коммунального заведения «Харьковская гуманитарно-педагогическая академия» Харьковского областного совета
Беляев С.Б.
Доктор пед. наук, професор, заведующий кафедрой педагогики, психологии, начального образования и образовательного менеджмента Коммунального заведения «Харьковская гуманитарно-педагогическая академия» Харьковского областного совета
Сергеева И.С.
Кандидат филол. наук, доцент, доцент кафедры иностранной филологии Коммунального заведения «Харьковская гуманитарно-педагогическая академия» Харьковского областного совета
КОНСТРУКТИВНАЯ КОММУНИКАЦИЯ В ПРЕПОДАВАНИИ ИНОСТРАННЫХ
ЯЗЫКОВ ПОКОЛЕНИЮ Z
Abstract. The report deals with the issue of the means of constructive communication and their application in the teaching of foreign languages to generation Z. Non-violent communication and I-Message, are considered as tools to give clear feedback in the most acceptable for students uniform. As well as those that help teachers and students to save resilience due to empathy, auto-empathy, awareness of their own needs, reduction of stress level.
Setting goals for SMART is proposed as a tool for effectively setting clear, measurable, achievable, relevant, and time-limited learning objectives. Positive framing and accurate praise, containing clear recommendations for providing feedback and correcting student behavior, are tools that allow the teacher to remain in a strong position, but to interact effectively with students, helping them learn the necessary life and learning skills.
The combination of tools allows you to establish high-quality relationships with students, reduce stress on all participants in the educational process, create a positive climate and work atmosphere in the classroom.
The purpose of the article is to demonstrate the tools of constructive communication to teachers of pedagogical universities that they can actively use in teaching and pass on to students for their further professional activities.
Аннотация. Статья посвящена коммуникативным инструментам, эффективным в преподавании иностранных языков представителям поколения Z, пришедшим в университеты. В исследованиях ожиданий поколения Z от работы было установлено, что для его представителей важны рабочая атмосфера, эмпатия и конструктивные стили общения, которые часто рассматриваются как приоритетный фактор при выборе места работы или учебы.
В статье рассмотрены пять способов конструктивной коммуникации и возможности их применения в типичных учебных ситуациях. Ненасильственное общение (включающее объективное описание ситуации, эмоции и потребности учителя и требование), и Я-сообщение (I-Message), заключающееся в том, что высказывание формулируется от первого лица, рассмотрены как инструменты, позволяющие давать четкую обратную связь в приемлемой для студентов форме.
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Постановка целей по SMART предложена как инструмент постановки четких, измеримых, достижимых, релевантных и ограниченных во времени учебных задач. Позитивное обрамление и точная похвала, содержащие четкие рекомендации по предоставлению обратной связи и коррекции поведения учеников, - средства, которые позволяют преподавателю оставаться в сильной позиции, но эффективно взаимодействовать со студентами, помогая им осваивать нужные жизненные и учебные навыки.
Keywords: non-violent communication, I-Message, teaching foreign languages, constructive communication, SMART, empathy, generation Z.
Ключевые слова: ненасильственное общение, Я-сообщение, обучение иностранным языкам, конструктивная коммуникация, SMART, эмпатия, поколение Z
Formulation of the problem. With the advent of generation Z in student life, foreign language departments of pedagogical higher education institutions, like all higher education, are faced with a decrease in the number of applicants and their increasing mobility, previously uncharacteristic of post-Soviet higher school. Teachers are forced to adapt to low involvement in the educational process, lack of internal motivation, orientation to external factors, entertainment and game components in learning, students' desire to use gadgets and the Internet to the detriment of acquiring their own knowledge and skills, including basic ones.
Analysis of basic research and publications. Western employers have been already exploring and popularizing the characteristics, preferences and expectations of Generation Z and have come to interesting conclusions that are useful for the higher education system. As the results of two studies showed: BNP Paribas and The Boson Project, that surveyed 3200 French people aged 15 to 20 in 2015 [4], and the Dell Technologies group, which surveyed 12,000 students of secondary and higher schools around the world in 2018 [9], in addition to entertainment, in their professional lives, the Z generation is aimed at:
- ethics, which is a decisive factor for 21% of young people when choosing (future) work;
- international communication within the framework of professional and personal life, significant for 37% of respondents who want to travel to work, and 69% who seek to work abroad;
- diversity, both in relation to an easy change in the sphere of activity, as well as geographical and horizontal mobility at work;
- humane management: management's ability to listen to and trust subordinates is important for 62% and 67% of respondents, respectively;
- technology: 80% Z want to work with high technology.
Learner-oriented educational technologies and constructive communication tools allow the teacher to become a "humane manager", but they are also consistent with the results of recent scientific research. In their light, the quality of relations in the dyad "teacher-student" looks especially relevant, because:
- The human brain undergoes significant restructuring in periods of 3 years and in adolescence, and only completes its formation by the age of 21 - 25 years. Prior to this, it is extremely fragile, vulnerable and imperfect [3; 2; 10; 14].
- Stress literally destroys the being formed brain -from disturbances in the operation of neural networks
during periods of severe stress and to the destruction of neurons in the event of strong and prolonged stressful effects [3; 10].
- The intellectual development of a person is directly related to his emotional comfort. Stress, depression, fear, and humiliation use the archaic structures of the brain and sharply reduce cognitive abilities, ability to concentrate, motivation, in the case of prolonged exposure inhibit intellectual and even physical development [3; 14].
- In contrast to the prevailing ideas, the human brain is constantly changing depending on the practice. It is able to create new connections and decommission unused routes. Therefore, the most effective is training and the type of motivation aimed at encouraging efforts and a large amount of practice, rather than constant human qualities, such as talent or lack of abilities in a particular area [10; 14].
- Stress due to competitiveness in the educational process often outweighs the positive effects, therefore, it was more appropriate to set up cooperation between students, as well as within the tandem of a student-teacher [3, 6].
The above facts can be considered as directly related to the establishment and maintenance of quality relations in the educational environment, and to the effectiveness of the educational process. Therefore, modern educational practices are being rebuilt to reflect this new knowledge.
The purpose of the article is to consider 5 constructive communication tools that have been shown to be effective in the educational environment: non-violent communication, I-messages, goal setting by SMART, accurate praise and positive framing; to demonstrate their application in the study of foreign languages.
Presenting the main material. In order to make the report as useful as possible and achieve its goal, we selected typical learning situations for examples: A: poorly executed test; B: conversations in the classroom; C: unauthorized use of gadgets; D: student's illegible handwriting; E: successfully completed task; F: the need to give students an independent assignment. They are familiar to most teachers of foreign languages, and therefore will help to more clearly reveal the advantages of the proposed communication tools.
1, 2. Nonviolent communication (NVC) by Marshall Rosenberg [7; 8] and I-messages by Thomas Gordon [2] are popularized in the post-Soviet space by Yu. B. Hippenreiter, and in Ukraine - the project Empatia.pro and many others. Most often they are
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considered as independent of each other, but they have a similar focus; in addition, I-message is ideally integrated into the scheme of non-violent communication.
Both tools are based on empathy, (self) respect, harmonious cooperation. NVC includes three types of processes, which include auto-empathy (listen to yourself in order to realize and accept your own emotions); creating the acceptable form of your own messages; the perception of the messages of the interlocutor, aimed at establishing dialogue and harmonizing relations in any situation. Prerequisites for applying NVC are attention to the current moment and the desire to establish and maintain dialogue and cooperation at the hands of the teacher.
NVC has four main stages:
Observation: the teacher describes the situation that unfolds before him / her;
Feelings and attitude: the teacher expresses his / her feelings caused by the situation and attitude to it (this is where it is possible to successfully integrate the technology of I-messages);
Needs of the situation: he / she names and specifies the need or necessity that arose in connection with the situation;
Request (requirement): he / she formulates his / her request or requirement relating to the actions of the students. The fact that the request is accompanied by an indication of the need that caused it makes it possible to discuss it with students.
Depending on the needs of the situation, the order of the stages can be arbitrary, but articulation of all four stages is a necessary condition.
The main requirement for the observation phase in NVC is the teacher's objectivity in describing the situation, rejection of value judgments and bias in interpreting the situation. According to Rosenberg, "an unbiased observation is the highest manifestation of the human mind" [5]. It allows you to prevent conflicts, because, feeling that they do not evaluate and attribute false actions to his / her actions, the student will show greater interest and understanding in the teacher's words. Example of an unbiased description:
A: Maria, you have correctly completed 60% of the tasks of the test on the use of articles;
B: The audience is noisy;
C: I see 4 phones that are on the tables;
D: I am not able to make out your handwriting;
E: 2 students have completed the assignment for the maximum score.
The task of the second stage is the formation of the I-message, which is always created in the first person and is dedicated to the feelings of the subject of the utterance. The inclusion in the statement of evaluative characteristics regarding the student is not allowed. For example (in parentheses there are typical You-sayings of the teacher, containing an assessment or direct accusations, and therefore they are ineffective):
A: I am sad (I'm disappointed) that you have completed 60% of the tasks with a passing score of 70% (vs You did a poor job);
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B: It's hard for me to explain when the audience is noisy (vs You are too noisy! How much can you make noise!);
C: I am surprised to see that 4 phones are on the tables when I told them to put aside (vs Didn't you hear? Quickly put aside the phones!);
D: I am puzzled, because I am not able to parse your handwriting (vs You are terribly writing);
E: I'm glad (proud) that 2 students have completed the assignment for the maximum score. (vs You are so smart).
A necessary condition for the correct implementation of this stage of NVC is a developed emotional intelligence of the teacher.
The importance of the third stage is due to the student's need for an intermediate reason between the teacher's feelings and the actions he / she expects from the students. A description of an objective need that does not depend on the personal will of the teacher contributes to the understanding and acceptance of his / her thoughts by students. Even if they do not accept it, they can spontaneously propose an alternative solution to the problem. For example:
A: You did not gain a minimum passing score in the test on articles, which gives 20% of the modular score and is necessary to be eligible to have a modular control. (vs rewrite the test);
B: In order to explain this complex topic to you, I need silence in the audience (vs Shut up!);
C: In our group there are rules regarding the use of mobile phones, and they must be observed (vs Hide phones, I said!);
D: I cannot appreciate your assignment when it is written unscrupulously (vs Rewrite it);
E: It is important for me to know that our work brings positive results (vs continue to study well).
Reasons that prevent a teacher from expressing needs include: lack of skill to express their needs; lack of vocabulary; the conviction that the expression of feelings and needs is a sign of weakness (including due to cultural characteristics); confidence that the student will not be able to adequately respond to the expression of the feelings and needs of the teacher; social attitudes condemning the expression of emotions; underdeveloped emotional intelligence. All of them can be eliminated during the training of teachers of this technology (trainings, intensive programs, self-education).
The main advantage of NVC in the educational environment is that it allows you to abandon threats, blackmail, manipulation, using only requests and requirements that are clear, explicit, simple, using and affirmative statements and active voice, and thus to reduce the stress of students [3, p. 24].
3. The setting of goals for SMART, proposed by Paul Meyer for business, in particular for management and project management, and developed by George Doran in 1981 [1], is in good agreement with the fourth paragraph of NVC (request / requirement) and with the formulation of training tasks in general.
SMART is a mnemonic abbreviation that decodes the basic requirements for the formulation of goals:
16 East European Scientific Journal #1(65), 2021 Specific, Measurable, Attainable, Relevant, Time-bounded. Consider the principles of the SMART approach and examples of its application in the process of teaching foreign languages also in situations with the task for students to study independently during the third training module. So, any task or goal should satisfy the following criteria:
Specific: the teacher should formulate the task for students as accurately and concretely as possible.
A: Repeat the topic, dealing with the article, pay attention to the use of the article with proper names, and resit the task;
B: Stop talking;
C: Put the phones in your bags and close them;
D: Rewrite the assignment legibly, or print;
E: Continue to work with the same perseverance.
F: You need to remember three forms of irregular verbs. To do this, you must complete all the tasks of this module, designed for independent work. Such tasks in workbooks are marked *;
Measurable. The more precisely the volume of work is formulated, the better students will understand it.
A: You will have enough materials given in the textbook, workbook and article (item 3 of the additional list of references);
B: Stop all talking;
C: There should not be any gadget on the tables;
D: Print your assignment on the printer in Arial font, size 14;
E Continue the preset rhythm to the end of the semester.
F: The module contains only 6 tasks with an asterisk.
Attainable. Are the goals realistic? To do 6 tasks over time while the module is being studied is achievable and realistic, but, for example, for three days before the point of modular control sets in, or during a break, is not. The teacher's task in this case is to set students' goals that they are capable of fulfilling in principle.
A: Can you prepare to retake the test in a week and a half?
B: If the phones do not fit in the bags, put them on my desktop;
C: Keep quiet while I explain. If you have questions, write them down and ask when I finish explaining. For outside talk there is a change;
E: During the session and holidays, you can slow down and relax.
F: If you start to complete tasks this week and do two tasks a week, you will manage to complete them calmly and efficiently.
Relevant is relevance to context. Do the objectives really contribute to the achievement of the goal? In order to learn verb forms and learn how to use them, do you need to perform conjugation exercises, watch a movie or go to a cultural festival? The teacher's task is to select the tasks that are most effective for achieving educational goals, and if necessary, explain to students this relationship.
A: Having passed the test by 70% or more, you will be admitted to a modular assessment;
B: Gadgets prevent you from focusing, and the use of auto-translators does not allow you to acquire independent translation and understanding skills;
C: In silence, it's easier for me to work, butfor you to perceive complex topics;
D: Any person will perceive your thoughts well when they are presented in an accessible form for perception.
E: With this level of focus on learning, you not only gain solid knowledge, but also get maximum scores in your assessment.
F: All 6 tasks contain irregular verbs, and this will help you remember their forms and application.
Time-bound. A clear time frame helps students maintain the required pace of learning.
A: The deadline for retaking the test in three weeks, starting now.
B: Remove the gadgets immediately.
C: Explanations will take 5 minutes, half a hour is left before the break. If you have an important and urgent question, I can give you 3 minutes to discuss.
D: I am waiting for your assignment until 5 p.m. Thursday.
E: You remember that a month is left until the end of the classes, the session will last another 20 days.
F: This module takes three weeks, the deadline for completing all tasks is the third Friday of November. You can also take them in parts starting next Tuesday.
4. Positive frame of Doug Lemov [11, p. 269], the effectiveness of which is confirmed by the extensive practice of its application. Positive framing is based on a consistent positive correction of student behavior using focused praise and constructive criticism. In this case, the teacher's activity is aimed at creating and maintaining a positive image of desirable behavior among students and that their path to it be straight and short. For successful implementation of positive framing technology, you must adhere to the following rules.
Focus on the present. The teacher pays attention only to the behavior that should and can be improved. If he / she realizes that currently students are not able to improve one or another aspect of their behavior, he / she does not talk about it. Teacher instructions should contain specific steps for proper behavior.
Demonstration of faith in their best intentions and trust in them. The teacher proceeds from the fact that the erroneous behavior of his / her students is not dictated by malicious intent, but by the inability to behave well for various reasons (fatigue, hunger, loss of concentration, etc.):
A: I understand that the articles are not the most interesting topic, but they must be studied; B: you may be tired, but focus, please; C: I understand that you 're used to gadgets, and it's more convenient with them, but...; D: it may be difficultfor you to write clearly, but ...; E: you really tried.
Failure to build the worst assumptions does not exclude the application of disciplinary measures or the requirements, but on the contrary, makes them more
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acceptable in the eyes of students, and therefore more effective. Lemov notes that often with this approach, bringing the student to the correct action logically replaces the punishment [11, p. 271]. For example: A, F. Works and tests that are submitted late will not be counted (vs If you don't pass everything on time, I won't count anything! Information on sanctions vs direct threat and demonstration of strength at the same time as disbelief in it, because with the second type statements the possibility of violations is allowed as such). In the treatment proposed by Doug Lemov, the teacher is in a strong position. The effect of this technology element is enhanced if the teacher thanks the students for the correct and timely implementation of the instructions.
Justified anonymity of remarks in the case of isolated unintentional misconduct. This element implies the ability not to name students in the remarks, allowing them to correct their behavior without unnecessary stress caused by the mention of their names. For example: A. Four people from the group failed the test (vs Ivanov and Petrova did not prepare again and did not pass the test!) C: Someone forgot to hide the phone. Set it aside and return to the exercise (vs Maria, how much you can stare at your smartphone!).
Focusing attention and maximum support for positive dynamics implies that the teacher focuses on positive changes in the behavior of students, while at the same time not depriving them of responsibility for their behavior. A: I am glad that this time the group have written the test better than previous; B: It's quieter, thanks. Two more people finish chatting - and continue to work; C: but I am pleased that most of you abide by this rule without reminders; E: Look, you wrote the first paragraph quite clearly, do the other three the same way.
This approach puts the teacher in a strong position, while maintaining the correct behavior of students and motivating them to continue to move in the right direction. Doug Lemov notes that phrases such as "I'm still waiting for some students" put teachers at an disadvantageous position and equates them with sayings like "Children, I'm very weak and ask you not to offend me" [11, p. 274].
Creating healthy competition, setting ambitious goals, establishing and maintaining positive competition. The goal is to motivate students to higher achievements. At the same time, students can compete with each other (both individually and in groups), over time (A, E: 20 minutes are allotted for the test, but who can do it in less time?), with previous results (E: Kirill, the last time you scored 95 points in a dictation, will you get 100 points?), with abstract rivals (F, E: In France, these tasks are included in the bachelor's exam, want to try?), etc. However, it should be noted that this technique should be used with caution so as not to lead students to excessive stress.
Discussion of students' expectations and aspirations, their inclusion in the motivation system. Knowing that the student dreams of becoming a headmaster, the teacher can mark his responsible
East European Scientific Journal #1(65), 2021 17 attitude to study as worthy of a real headmaster, or notice that it will allow him to achieve success in his future career. The teacher is invited to celebrate the achievements of students where they deserve it, while making the most specific qualities that he appreciates: E: Masha, you showed extraordinary perseverance and did an excellent job! Or B, E: I am very glad that today your group was able to concentrate and worked with enthusiasm.
5. Accurate praise is based on the data that children who are praised for their constant qualities (mind, talent), ultimately learn worse than those who are encouraged for their diligence, efforts, hard work. It is described by a number of authors, such as Catherine Gueguen [3], Barbara Oackley [12], Daniel Siegel [14] and others; here it is described as seen by the already mentioned Doug Lemov. Being much more effective than criticism and correction, in the case of improper use, positive reinforcement loses its advantages. In order for positive reinforcement to be effective, the technology for its use should include the following points.
A clear differentiation of recognition and praise. Recognition is used when the student simply lives up to expectations, and the praise is designed to celebrate exceptional achievements, therefore it is more significant and is used in special cases. Recognition should be used as often as possible and can take the form of a gratitude or a positively colored description of the student's actions: D: Thanks for the clearly written essay, Anton, or B: Today I was explaining the new topic in complete silence. Thank. Unlike nonviolent communication, praise may also include an appraisal judgment regarding the efforts or work performed by students: E: I see that Alina really prepared her report well. Bravo!
Although accurate praise technology recommends resorting to positive reinforcement three times more often than correction, it provides for the rejection of unmotivated praise (What a fine fellow you have learned irregular verbs!) "In the long run, a teacher who constantly praises children for what is expected, risks reducing to the level of banality both the praises themselves and the achievements that deserve this praise" [11, p. 278].
Loud and public encouragement against the background of tactful correction of misconduct. Both positive reinforcement and criticism should clearly explicate exactly what the teacher wants to see in the student's behavior: Helen, your translation is very accurate and elegant. Vlad still needs to refine the grammar. Once again, we note: both encouragement and criticism should cover only what is within the control of the student.
Sincerity of rewards. Insincere praise, designed to increase the self-esteem of students (I believe in you! Everything will be fine! You are great, etc.), moreover, it is not concrete, in fact it has the opposite effect. It provokes distrust of students both to the teacher and to themselves. Another option - to praise one student so as to set an example to others - also does not give a result. Since such praise is rarely sincere, it belittles the
18 East European Scientific Journal #1(65), 2021 achievements of the "exemplary" student, but does not give impetus to those whom it is aimed at. For example, in a group where one student writes his work carefully and the rest do not, it makes no sense to cite his work as an example. Phrases like Fine work, Philippe, and it is written very carefully, not that some, which in different versions can be heard today, are ineffective and do not solve problems. It is more correct to stipulate an additional point for good design or penalties for its absence.
Conclusion. Theoretical studies of brain function, as well as surveys of Z generation expectations, show increasing inefficiency and sometimes toxicity of traditional authoritarian communication styles. These data are especially relevant for the educational environment, because even at a student age, the formation of the human brain is not yet complete.
This report is intended for teachers of the foreign philology faculty of pedagogical institutions, whose graduates will then use these tools in their professional activities. Using it, a foreign language teacher becomes a "humane manager", able to listen to a student, establish friendly relations based on trust, and at the same time maintain a high quality of teaching a foreign language. An indirect result of their application is an increase in involvement, the quality of education due to effective feedback and a reduction in the stress on students.
The constructive communication tools discussed in the report are simple and inexpensive to use. However, they require the teacher to develop habits of their use. In the absence of such, long training programs aimed at developing and consolidating the use of communicative tools new to the teacher in everyday educational practice can be effective.
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