A: One of the most powerful books I read was Thomas Gordon’s “Teacher Effectiveness Training.” In the book Gordon talks about the importance of “I” messages as a powerful way of humanizing the classroom and ensuring positive discipline. In student teaching I had the opportunity to practice delivering “I” messages. I recalled that every “I” message is composed of three parts: 1) Including a description of the student’s behavior (“When you talk while I talk…”); 2) Relating the effect this behavior has on me, the teacher (“I have to stop my teaching…”); and, 3) Letting the student know the feeling it generates in me (“which frustrates me.”). I believe that the use of “I” messages has the potential for helping to change student behavior – not just for the short term, but for the long term as well. For example, when I began using “I” messages with Darren, one of our chronic talkers in class, I began to see some subtle, yet definite changes. By the end of my student teaching experience Darren was able to control his excessive talking and make positive contributions to the class.
Careful! Don’t make the classic mistake of answering this question with lots of negative words or negative examples. Rather, take the “high road” – relate some research and an experience that helped you to turn a student around. Don’t describe the student in negative terms; rather show how you took a positive approach.
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