KRP210218-RIZ-ASSERTIVENESS: “I” STATEMENTS

ASSERTIVENESS: “I” STATEMENTS

By: Rizal

Tema: MANAJEMEN PERILAKU

As teachers we are required to be assertive with regard to the management of the students’ behaviour. Being assertive is about behaving confidently and is not frightened to say what we believe to be right or wrong towards the behaviour, always place strong demands and establish clear standards on the students’ behavior. The key to be assertive is that we need to dismiss the thought that there is any acceptable reason for misbehavior (biologically based misbehavior may be an exception) to avoid letting the students to perform the same misbehaviour in the future.

How to bring this assertiveness to address the students’ misbehaviour? Of course we need to communicate our displeasure with it. But, we need also to remember that being assertive doesn’t mean that we need to be aggressive, dominating or threatening. It’s about being in control. Gordon (2003) provided  teachers with some ideas for dealing with problem behavior  by showing  respect,  trust,  and  unconditional positive  regard.   One way to do so  is taking ownership  of  problems. Teachers take ownership of problems  when they communicate with “I” statements that stick to the facts and avoid negative evaluations of students. For example,  if two students  are whispering  in the back of the room while a teacher is explaining the next assignment,  following Gordon, the teacher might say, “Jimmy and Billy, I worry when you whisper while I am explaining  an assignment because I know you will miss what I am saying, and then I’ll have to repeat myself.” These “I” statements have three effects: first, they locate the problem in the teacher. That is, they communicate that the teacher “owns” the problem (of feeling worried). The effect is to make the communication more personal.  Second, they avoid casting students  in the role of bad guys. Third, they leave the solution  up to students.

Key words: assertiveness, I statements, misbehaviour