ࡱ> proq`@mbjbjqPqP *r::BDDD8|4L4:BXXXXXX3333333$G6h83QXX3XXO4###XX3#3##,2|3X `$'MD!23e4042/9,"T/9$3/93 X0"#.XXX33#XXX4D Schools' Transformation, Teachers' Social Skills and Their Development by Video Interaction Guidance Eva rov ( Bidlov), Simona Hoskovcov, Ljubica Baki-Tomi PhDr.Eva rov (Bidlov), Ph.D., Charles University, Department of Psychology, Prague, Czech Republic,  HYPERLINK "mailto:bidlova@ff.cuni.cz" bidlova@ff.cuni.cz PhDr. Simona Hoskovcov, PhD., Charles University, Faculty of Philosophy and Arts, Department of Psychology, Prague, Czech Republic, HYPERLINK "mailto:simona.hoskovcova@ff.cuni.cz" simona.hoskovcova@ff.cuni.cz Ljubica Baki-Tomi, Ph.D.,Faculty of Teacher Education, University of Zagreb, Croatia,  HYPERLINK "mailto:lj.bakic-tomic@ufzg.hr" lj.bakic-tomic@ufzg.hr ABSTRACT Contemporary educational approaches comprehend the school as a complex social organism, where relations between participants play the main role, first of all relations between a teacher and pupils. The level and the quality of these relations determine the effectiveness of the education, the class and school climate. The term 'well-educated' doesn't mean only the skill of reading, writing and counting any more, but rather the ability to hold the job out, be an active citizen and the skills to establish relations. The success of men depends more on his/her ability of communication and positive interaction. The aim of the present discourse is to give abrief outline of, the possibilities of using video interaction guidance (VIG) to the development of social and communication skills of teachers and pupils. Video recording and feedback has been refined in the Netherlands over the last twenty five years as a method of intervention with children who have social and emotional difficulties or who experience forms of communication break-down. Positive video feedback techniques have been used in the context of families and schools to facilitate communication and meet childrens emotional needs. This paper describes the theoretical basis of VIG and the background to its use in schools as part of an evaluation of its implementation within avariety of educational contexts. Results of researches suggest that this provide avaluable opportunity for personal, professional and social development for both teachers and pupils across arange of contexts. These investigations have shown that this approach improves the communication skills and self-esteem of both adults and children, therefore, enhancing effective learning and teaching and minimising negative contact, e.g. misunderstanding, inattention, conflict. Key words: school transformation, social skills, interaction and communication, feed-back and self-reflection, effective learning and teaching, video interaction guidance (VIG) INTRODUCTION It is now widely recognised that the key to a childs future cognitive and social development lies primarily in the quality of the interactions between the child and his/her primary caregivers. Parents therefore, may provide the latest toys and many outings but their success will depend on the communication that accompanies them. We have all seen, for example, the child at the park who has fed the ducks and now wants a go on the swings. Stop whining and stand still! Comes the adult response and so on and so on. What might a child learn from this? What I want is wrong? or I am bad? or If I cry long enough I will get what I want? Certainly not what was intended. This is an important message for those who work in education for they are primary caregivers also; children after all spend more waking hours with their teachers than they do with their families once they attend school. For teachers therefore, the need is to recognize that curriculum and classroom organization important as they are, also rely on effective communication for their ultimate success. For the educational psychologist also, it highlights the issues of how best to raise teachers awareness of the importance of communication, as well as how best to develop our own and others communication skills. The aim of the present discourse is to give abrief outline of , the possibilities of using video interaction guidance (VIG) to the development of social and communication skills of both teachers and pupils. Video recording and feedback has been refined in the Netherlands over the last twenty five years as a method of intervention with children who have social and emotional difficulties or who experience forms of communication break-down. Positive video feedback techniques have been used in the context of families and schools to facilitate communication and meet childrens emotional needs. This paper describes the theoretical basis of VIG and the background to its use in schools as part of an evaluation of its implementation within avariety of educational contexts. Results of researches suggest that this provide avaluable opportunity for personal, professional and social development for both teachers and pupils across arange of contexts. These investigations have shown that this approach improves the communication skills and self-esteem of both adults and children, therefore, enhancing effective learning and teaching and minimising negative contact, e.g. misunderstanding, inattention, conflict. THEORETICAL BASIS This acknowledged importance of communication is based on the work of many, here reference shall only be made to two: Colwyn Trevarthen and Reuven Feuerstein. Colwyn Trevarthen (1979; 1984) is included because he provides the rationale for video interaction guidance. Trevarthen looked at interactions between infants and their mothers. He found that the mothers responsiveness to her baby e.g. Following her babys initiative, imitating her baby, guiding her baby etc., supported and developed primary inter subjectivity. Infants are born with the innate ability to communicate through facial expressions and gesture and primary inter subjectivity is the sharing and synchronizing of these expressions with a career. Later, secondary inter subjectivity develops. This is where children share their affective experiences of the world with their career by looking to them for appropriate responses to events and indeed, their own actions. Intersubjectivity is therefore, when two individuals: are aware of their own agenda i.e. how they perceive things, what they feel, what they want to do are aware that the other has an agenda are responsive to the others agenda and are therefore, able to arrive at a shared meaning or true understanding between themselves. It forms the basis of effective communication irrespective of age and can be likened to a dance where the lead is constantly shared: each individual checking out that they have understood the other before adding their own contribution to the dance; they are in tune. Inter subjectivity shares information, motives, feelings, ideas, beliefs in self self-concepts in fact at an ideal pace. When we interact therefore, we are using the key to a childs cognitive development and their emotional and social development. Not only that but also the key to their future cognitive and social and emotional development too, for our experiences not only color what we learn but also how we develop as learners. It is Trevarthens analysis of the elements that achieve inter subjectivity, which provide the Contact Principles. These lie at the heart of video interaction guidance (Berg, 1994). Figure 1. CONTACT PRINCIPLES Attuned Positive responses to childs initiatives Being attentive turn in response Return eye contact yes giving (body) respond with smile, nod, friendly intonation, friendly posture yes giving (verbal) talking labeling saying yes each making initiatives saying what you feel asking what you want to know Taking turns receiving and returning Co-operation receiving and giving help Attuned guiding, leading taking initiatives distraction making suggestions making choices making plans problem solving Perhaps we should not be surprised then when studies of effective learning also arrive at the Contact Principles as the optimum form of teaching. Reuven Feuerstein (1980) provides an example of such a model. He calls it mediated learning. Mediated earnings requires the adjustment of the message to the child, to their state of arousal, their focus of attention and activity or the Contact Principles of attending yes giving and taking turns. Mediated learning is the labeling of what is going on feelings, objects, concepts, values helping the child to build up an understanding of the world around, or the Contact principles of yes giving and giving attuned guidance. Mediated learning is the expansion and clarification of what is going on, an enrichment of the experience and praise of the child for what has been done well perhaps explaining why it was so good helping a child to build self esteem and an awareness of why s/he has succeeded or the Contact Principles of yes giving co-operating and giving attuned leadership and guidance. In this way a child is helped to regulate his or her behavior. In other words as we start from where the child is, so they are able to receive us. As they are listened to so they learn to listen to others. As they are helped to understand so they learn to think and problem solve. As they are affirmed in what they do well so they adapt their image of themselves and act accordingly. Video Interaction Guidance therefore is about effective learning and teaching based on the development of a shared meaning and positive relationship. Using the Contact Principles develops children who are better equipped to learn from other people and from new experiences and to adjust to their environment. As inter subjectivity is central to all communication irrespective of age and context the use of the Contact Principles are important at all times. When they are applied the adults involved in video interaction guidance enjoy the same benefits. They too feel affirmed in their problem solving abilities as they pace their co-operation well. Video interaction guidance therefore, also encompasses theories of change, which stress collaboration and empowerment by emphasizing respect for the teachers and parents superior personal knowledge, and perspective and working with them to discover the meaning of the insights gained. In addition, it uniquely harnesses the power of the visual image using video feedback and self-modeling. This allows the guider and client to gain new insights and supports and challenges the teacher and parent with their success. BACKGROUND Video interaction guidance focuses on the development of good contact or communication and as a methodology has been developed in the Netherlands in early 80s. It began as an approach used with families whose children were in danger of going into care or where help was being given to the family so that the children might return from care. It has subsequently been used in many family contexts and since 1990 has been increasingly used in schools. The approach is applied using a video-feedback cycle. The video interaction guider - videos the client with the child or children for approximately 10 to 15 minutes. In these 10-15 minutes the pattern of the adults communication style will have been captured, further video will provide different events but the pattern will simply be repeated. The guider then takes the video away to prepare it for feedback. This means that the guider finds the successful moments on the tape and identifies the Contact Principles that the client is using. The guider then chooses those moments that will show the client what they do well and enable them to use them more. In feedback these moments are shared with the client and a mutual understanding of the event is achieved. The client will often raice less successful moments and these will be discussed in the light of what has just been seen e.g. How could you use the elements of good contact you do use to make these unsuccessful moments less frequent? This video-feedback cycle is then repeated. During feedback other events or knowledge may be discussed or it may be agreed that they too present areas that need to be addressed. These areas are captured in the Traject Plan, which provides a meta-framework for the guider. Figure 2. TRAJECT PLAN Families Schools Basic Communication Basic Communication Daily Life Daily Life (including classroom organization) Child Development Child Development (including curriculum) Parent Development Teacher Development Functioning in Society Functioning in School Life For the classroom three areas are, Basic Communication, Curriculum and Organization and for the teacher they are Basic Communication, School Regulation and School/Staff Development. This is an important and necessary acknowledgement of the different expectations and constraints placed on education staff. It could be argued however, that the Traject Plan areas of video home training are also equally valid here and that the school Traject Plan would be strengthened by their addition. Knowledge of child development, particularly where the integration of children with special educational needs is involved, would seem key. Also is important the acknowledgment that teachers too have a history that has produced their teaching style just as parents have and that events outside the classroom have their place. Lastly, the feedback sessions are also videoed and this tape plus the clients tape are viewed in supervision to help the guider develop their own use and understanding of the Contact Principles. THE RESEARCH PROJECT Questions 1.VTI and development of social skills of a teacher What influence has the method VTI on the development of teachers social skills, it means how change VTI his/her interaction pattern with pupils? How influence teachers self-confident performing? How teachers and pupils emotional state/mood and focus of their turns change? 2. VTI and self-judgement of a teacher How VTI change teachers self-reflection of his/her skills? 3. VTI and class climate How teacher change class climate by means of VTI? How VTI influence perception of teacher by pupils? Method Sample Experimental group: 6 primary school teachers (same school) accepted VTI as an intervention and received video feedbacks, selected from the group of 13 teachers of two primary schools participating in Programme VTI in schools + their classes (125 pupils) Control group: 6 primary teachers (same school) + their classes (117 pupils) Intervention The qualified video interaction guider took two videos of each teacher and deliver two individual feedbacks (one hour each) + all teachers participated in 6 all-day VIG workshops (1 workshop/month) where they discussed videos of other teachers and analysed their own videos with group. The focus of the intervention was addressed the teachers concerns regarding their management of challenging pupils. Measures The question of whether video interaction guidance induces change was investigated using three types of measure. Video tape analysis Semi-structured interview Questionnaires CONCLUSIONS Video Interaction Guidance (VIG) provides a potentially important tool with which to develop and analyze effective teacher interaction. This case study explored its positive effect on teacher and pupil communication and perceptions in the primary classroom where challenging pupil behavior is seen to be an issue. It is argued that to support teacher development, video interaction guidance would be more effective than simply working on structure and organization. Further development of the video analysis system is required whether VIG changes the patterns of teacher interaction. REFERENCES Berg van den, P. M. (1994) Video Home Training. Center for Special Education, Leiden University, Leiden. Bidlov, E. (2005) Sociln dovednosti u itele a mo~nosti jejich rozvjen. [Doctoral thesis]. Katedra psychologie FF UK vPraze, Praha. Forsyth, P.; Kennedy, H.; Simpson, R. (1996) Video Interaction Guidance in Schools - Weve looked at life from both sides now. Tayside Educ. Psychology Service, Association of Scottish Principals of Educ. Psychology, Scottish Office Education Dep., Dundee. Feuerstein R., Rand Y., Hoffman M.B., Miller R. (1980) Instrumental enrichment an intervention for Cognitive Modifiability. Maryland University Press, Baltimore. Gillernov, I. 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(ed) (1992): Before Speech. The beginning of interpersonal communication. Cambridge: Cambridge University Press. Boulanger, F.. Lire trois ans. Trevarthen, C & Aitken, K.J. (2001):  Infant Intersubjectivity: research, theory and clinical application Journal of Child Psychology and Psychiatry vol 42, no 1 pp3 ... Trevarthen C. (1984) Emotions in Infancy: Regulators of Contact and Relationships with persons. In Scharer K., Edman P. (eds): Approaches to Emotion. Erlbaum: Hillsdale, New Jersey.      PAGE 1 Hj\j^j`jbjkk\l mmmmmmm m$m&m2m4m6m8m>m@mzohsR0JmHnHu hF$0JjhF$0JUhF$jhF$UhF$6CJ]mH sH hF$CJmH sH 'hF$0JB*OJQJ^JmH phDDDsH #hF$B*OJQJ^JmH phDDDsH )hF$5B*OJQJ\^JmH phDDDsH -hF$0J5B*OJQJ\^JmH phDDDsH m"m$m:mm@m $ xa$$a$(. 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