An exploratory study: Non-violent communication strategies for secondary teachers using a Quality Learning Circle approach A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education in the University of Canterbury By Lee Hooper November – 2015 Table of Contents List of Figures ............................................................................................................................. i List of Tables .............................................................................................................................. i List of Abbreviations ................................................................................................................. ii Acknowledgements .................................................................................................................. iii Abstract ..................................................................................................................................... iv Chapter One: Introduction ..................................................................................................... 1 1.1 Introduction ............................................................................................................... 1 1.2 Research Interest ....................................................................................................... 5 1.3 Research Questions ................................................................................................... 6 Chapter Two: Literature Review – Part A ............................................................................ 7 2.1 Introduction ............................................................................................................... 7 2.2 Defining Challenging Behaviours: An Overview ..................................................... 7 2.3 Teachers’ Perceptions of Challenging Behaviours in the Classroom ....................... 9 2.3.1 Teacher Perception............................................................................................... 9 2.3.2 Context of Behaviour ......................................................................................... 12 2.4 Non-violent Communication (NVC): A Humanistic Educational Theory.............. 14 2.4.1 Observations ...................................................................................................... 15 2.4.2 Feelings .............................................................................................................. 16 2.4.3 Needs.................................................................................................................. 16 2.4.4 Requests ............................................................................................................. 17 2.4.5 Empathy ............................................................................................................. 19 2.4.6 Self-empathy ...................................................................................................... 20 2.5 Non-violent Communication Studies ...................................................................... 20 2.5.1 Research at the Primary and Secondary Level .................................................. 21 2.5.2 Research at the Tertiary Level ........................................................................... 25 2.6 Summarising the Potential of NVC ......................................................................... 25 2.7 The Current Approach to Challenging Behaviour in New Zealand ........................ 26 2.7.1 Positive Behaviour for Learning (PB4L) ........................................................... 26 2.8 Comparing Approaches: NVC and PB4L ............................................................... 31 2.9 Chapter Summary .................................................................................................... 36 Chapter Three: Literature Review – Part B ....................................................................... 37 3.1 Introduction ............................................................................................................. 37 3.2 Professional Development and Learning ................................................................ 37 3.3 The Challenges of Adult Learning .......................................................................... 39 3.3.1 Why Do Teachers Choose to Learn? ................................................................. 40 3.3.2 What Kind of Learning Takes Place? ................................................................ 40 3.3.3 How is Teacher Learning Structured? ............................................................... 41 3.3.4 With Whom do Teachers Learn? ....................................................................... 41 3.4 The Characteristics of Effective PLD ..................................................................... 42 3.5 Professional Learning Communities ....................................................................... 46 3.5.1 Learning Relationships Based on Professional Talk and Collaborative Mentoring ......................................................................................................................... 49 3.6 The Quality Learning Circle ................................................................................... 51 3.7 Chapter Summary .................................................................................................... 53 Chapter Four: Methodology ................................................................................................. 54 4.1 Introduction ............................................................................................................. 54 4.2 Qualitative Research Methodology ......................................................................... 54 4.3 Single Case Study.................................................................................................... 55 4.4 Interpretive Approach ............................................................................................. 56 4.5 My Participants ....................................................................................................... 57 4.6 My Study: Methods ................................................................................................. 60 4.6.1 Interviews ........................................................................................................... 60 4.6.2 Fieldnotes ........................................................................................................... 62 4.6.3 Quality Learning Circle ..................................................................................... 63 4.6.4 Modifications of the QLC approach .................................................................. 65 4.7 My study: QLC with a Shared Content Focus on NVC .......................................... 66 4.8 Ethical Considerations............................................................................................. 70 4.9 Data Analysis .......................................................................................................... 72 4.9.1 Inductive Thematic Analysis ............................................................................. 72 4.9.2 Coding Data and Forming Themes .................................................................... 73 4.10 Chapter Summary ................................................................................................ 74 Chapter Five: Results ............................................................................................................ 75 5.1 Introduction ............................................................................................................. 75 5.2 Entry Interviews ...................................................................................................... 75 5.2.1 Challenging Student Behaviours........................................................................ 75 5.2.2 Teachers’ PLD ................................................................................................... 79 5.3 Quality Learning Circles ......................................................................................... 80 5.3.1 QLC 1 (Theme - Feelings and Needs) ............................................................... 81 5.3.2 QLC 2 (Theme - Feelings and Needs) ............................................................... 82 5.3.3 QLC 3 (Theme – Observations versus Evaluations).......................................... 86 5.3.4 QLC 4 (Theme – Requests versus Demands) .................................................... 89 5.3.5 QLC 5 (Theme – Empathy) ............................................................................... 92 5.3.6 QLC 6 (Theme – Integrating NVC into practice) .............................................. 96 5.3.7 QLC 7 (Theme – Integrating NVC into practice) .............................................. 99 5.4 Exit Interviews ...................................................................................................... 101 5.4.1 Challenges Associated with Implementing NVC ............................................ 102 5.4.2 Teachers’ Overall Impressions of NVC ........................................................... 104 5.4.3 Teachers’ Overall Impressions of the QLC ..................................................... 107 5.5 Chapter Summary 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