Abstract

Techniques for encouraging compassionate communication were created by Melissa Arnesen- Trunzo in 2012 in response to providing younger learners with the skills needed to communicate and support positive behavior in the classroom. The techniques developed support young learners with where they are cognitively and respect cultural and language differences found in international classrooms. Combining ideas developed for Nonviolent Communication by Marshall Rosenberg and using David Kolb’s Experiential Learning Theory, techniques were designed to support young learners with their cognitive and social needs. The techniques used allow young learners to develop awareness of their actions and words when conflicts arise in the classroom. Cards, role- plays, drawings, discussions, and reflections are some of the techniques that were used when a conflict occurred. The techniques are still being explored, but can be adapted for whole groups, small groups, and individual learners. These techniques have been used to bolster positive behavior in the classroom, active communication among peers, and limit teacher involvement; allowing learners to take an active role in communicating their feelings and needs.

Highlights

  • IntroductionThis researcher had an opportunity to take a Compassionate Communication course in January of 2012 at El INVU de Peñas Blancas, Alajuela, Costa Rica

  • Background to the Context of ThisStudyThis researcher had an opportunity to take a Compassionate Communication course in January of 2012 at El INVU de Peñas Blancas, Alajuela, Costa Rica

  • Aim of the Study The aim of this study is to explore the effectiveness and use of Compassionate Communication Techniques, based on ideas presented in the process of Nonviolent Communication or NVC (Rosenberg and Rosenberg, 2003) [1], in an English as a Second Language (ESL) and Chinese Grade One boarding school’s classroom

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Summary

Introduction

This researcher had an opportunity to take a Compassionate Communication course in January of 2012 at El INVU de Peñas Blancas, Alajuela, Costa Rica. A set of cards listing nine different needs were used by the class in order to support students with their communication. On the cards both English and Chinese words aide the young learners in using language with their discussions. This form was designed in order to encourage deep processing as described by Carolin Linse and David Nunan as a way to support young learners with language acquisition Chinese, and pictures are used in order to support different learners and their accessibility to language and learning

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