Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Using nonviolent communication in English Language Classes

560 views

Published on

Using Nonviolent communication in English Language Teaching - ppt introduces ideas for use in the EFL classroom to help teens or adults understand concepts of nvc

Published in: Education, Technology
  • Be the first to comment

Using nonviolent communication in English Language Classes

  1. 1. How do you feel and what do you need? Using NVC to promote peaceful communication in English Language Classes ellenh@kansaigaidai.ac.jp
  2. 2. Overview of this session • • • • • • • Who is Marshall Rosenberg and what is NVC? Why learn or teach NVC? Four activities 1) Value-free observation 2) River of needs 3) Tree of communication 4) Role play activity “giraffe” and “jackal”
  3. 3. Marshall Rosenberg Kike! Detroit 1943 1961 University of Wisconsin Madison phD in Psychology
  4. 4. Nonviolent communication basics •Say what you see/ hear/ remember/ imagine •Say what you feel •Say what you need •Say what you request
  5. 5. What can go wrong?
  6. 6. …be perfect I wish I could be like… I could never… I’m so terrible at….. I’m so lazy
  7. 7. Why learn/teach NVC? • NVC teaches useful skills for relating to oneself • NVC teaches useful skills and language for relating to others • NVC can help disambiguate situations of intercultural confusion • Interesting content • Ready-made bank of vocabulary, role play and discourse analysis activities
  8. 8. What’s going to happen? • The elephant will ask the deer if he could go across first and the deer will agree? • The elephant will ask the deer if he could go across first and the deer will disagree? • Something else?
  9. 9. • The elephant resorted to force in order to get what he wanted. • How do you think the deer felt?
  10. 10. ……….probably!
  11. 11. • Resorting to force is not a good idea because the victim might want revenge!
  12. 12. • What could the elephant have done to make his request more acceptable?
  13. 13. • Excuse me. I see that you want to cross the river. I feel so worried because I have an important meeting to go to and I am a bit late. I need to get across the river right now. I wonder if you could possibly let me go across first? I would be so grateful!
  14. 14. In at the deep end.. Value-free observation Which statements are value-free? A I didn’t do my ironing on Sunday. I watched “I-San wind of the pa and did yoga instead of ironing. My shirt is a bit crumpled. I prefer having my shirt smooth. Maybe I’ll try to do the ironing while watching TV next time. B I look a mess today! That’s terrible. The students probably think I am a real looser. I hope they don’t think that I don’t care about looking alright for class. I have to do my ironing next weekend. a) Now read again and highlight any labels and judgments. b) Which one do you think will make the person feel guilty? c) Which one would be more effective for getting the ironing done?
  15. 15. 1. John was angry with me yesterday for no reason. 2. Yesterday evening Nancy bit her fingernails while watching TV. 3. Sandy didn’t ask for my opinion during the meeting. 4. My father is a good man. 5. Mana works too much. 6. Tomi is aggressive. o 7. Yoshi was the first to arrive in the classroom. 8. My son often doesn’t brush his teeth. 9. Miki told me I don’t look good in yellow. 10.My aunt complains when I talk with her.
  16. 16. 1. John was angry with me yesterday for no reason. [what did yo 2. Yesterday evening Nancy bit her fingernails while watching TV. 3. Sandy didn’t ask for my opinion during the meeting. 4. My father is a good man. 5. Mana works too much. 6. Tomi is aggressive. o 7. Yoshi was the first to arrive in the classroom. 8. My son often doesn’t brush his teeth. 9. Miki told me I don’t look good in yellow. 10.My aunt complains when I talk with her.
  17. 17. River of needs activity • Prepare cards with about 30 words for needs on them (eg food, friendship, excitement) • Students mill around and pick up three of the cards with needs. They can choose needs which they have had satisfied recently, or needs which they are experiencing now. • Students explain their needs in groups of 3.
  18. 18. What happens when communication is going well? • Groups of 4: brainstorm characteristics of good communication on post-it notes (one scribe so students have to communicate!) Whole class stick notes on a poster of a “tree” Whole class look at tree and read phrases that interest them; repeat for “what happens when communication isn’t going well?*
  19. 19. Look at the picture and see if you think communication is going well!
  20. 20. Role Plays as giraffes/jackals What would you do if you had a noisy neighbour?
  21. 21. You should have told me! Kenji, a Japanese student studying in the US, shares a room in a dormitory with Mark. Mark, who has a part time job at night, usually comes back very late, around 2 o’clock in the morning. Every night Kenji is bothered by the light Mark turns on when he enters the room, and is having trouble sleeping. However, Kenji was afraid to tell Mark about it, because he thought it would ruin their friendship. So Kenji just said to him “You were late last night,” hoping Mark would realize the situation.
  22. 22. • Kenji was quiet for a month but finally came to the point where he couldn’t take it any more. He said “I am leaving this dorm. I’m really angry because you are such an insensitive person. Didn’t you know that I was having difficulty sleeping because of you?” Mark had no idea what he was talking about and said “You should have told me! Since you didn’t say anything, I though everything was fine!” Situation from Heart to Heart (EFL textbook) by Kensaku Yoshida
  23. 23. What do you think Mark said to Kenji after that? A) Worst case scenario? B) Best case scenario?
  24. 24. • You should have told me. Since you didn’t say anything, I thought everything was fine! • No, it is not fine. I have had a terrible time because of you. • It’s your fault for not telling me. Why didn’t you tell me? • I couldn’t tell you because you were not here. When you are here you are always listening to music. You didn’t ask me how I was feeling! • If you can’t communicate normally then you had better leave this dorm. • Yes, right, I am going to leave now.
  25. 25. What if Mark had used NVC and tried to use empathy? You must be feeling…. It must have been …….. For you Are you feeling….. Do you really want to leave…? Would it help if I didn’t turn on the light when I come back? • Would you like to try and see if we can work this out? • • • • •
  26. 26. More about value-free observation • Give a reason • Be specific • Show that you have a point of view (other points of view are possible)
  27. 27. In class • Watching a movie and role-playing scenes from the movie with a different outcome • Role-playing carousel: 3’s have a situation to role play with good or bad outcome, form a 6 and show roleplay • Studying an international conflict and preparing a presentation about how a conflict was or wasn’t solved (with or without movie backup)
  28. 28. • Reading sections of Nonviolent Communication by Marshall Rosenberg for discussion • Activities from Nonviolent Communication Handbook • Connection with human rights issues especially prison, death penalty, land rights, bullying • Journaling about communication in L1 within the family • Studying and presenting about other methods of conflict resolution eg win-win
  29. 29. Thanks for coming folks!

×