The Role of Affective Communication

8/2/2019 The Role of Affective Communication

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The Role of AffectiveCommunication for a Reading

Recovery ChildSherre Marek, Teacher Leader

Springfield, Missouri


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Affective Communication

Affective communication is communicating with

someone either with or about affect (the influence offeelings or emotions)

A crying child, and a parent comforting that child, areboth engaged in affective communication.

An angry customer complaining to a customer servicerepresentative, and that representative trying to clear upthe problem are both also engaged in affectivecommunication.

We communicate through affective channels naturallyevery day. Indeed, most of us are experts in expressing,recognizing and dealing with emotions.


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Self-Regulation

A major premise of Vygotskys theory of the ZPD is that

higher psychological functions (problem solving,reasoning, decision making) occur when the individual isself-regulated.

Self-regulation is the result of social interaction, (parent-

child or teacher-student) mediated through tools such aslanguage

Defined as the childs capacity to plan, guide, and

monitor his behavior from within


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Capacity = Will and Skilltwo separate but interrelated concepts

Will choosing to act, a

desire, volunteering toparticipate, associatedwith pleasure, controllingyour own actions, energy,

and enthusiasm The affective side of

human development

Registered in the brainstructures associated withemotional development

Skill expertise that

comes from instruction,training, acquired abilityor proficiency

The development of

knowledge,understanding, soundjudgment

Registered in the brainstructures associated withcognitive development


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For some children, these skills are not going toemerge easily, not because they do not have

enough neurons or brain power, but because they

have had fewer early childhood literacyexperiences to develop a working network or

neurons to complete the task. Time has not run

out for such children. It is possible, with expertteaching, to provide learning opportunities that

enable students who enter school with a low

repertoire of literacy skills to become proficientreaders and writers in a short amount of time.

Carol A. Lyons, 2003


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What Ive Learned:

Fight impulsivity, passivity, and inattention; build

the childs self image as a good reader.

No human being can learn material presented in a

form that is too difficult. Make it easy for childrento learn by determining what they can do easilyand building on those strengthsthe quality of

experience and instruction, not the childs brain,determines success or failure.

- Lyons, p. 72


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Keeping It Easy

Language structures

Known words that can be monitored Strong picture support

Good spacing

Patterns that change and that can be monitored Easy to read print (keep childs known letters

and confusions in mind)

Childs interests Childs name/family names


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What Ive Learned:

Carefully observe what the child does at time of

difficulty. Not knowing what to do will come outas some type of inappropriate behavior.

When the teacher teaches the child how to usemultiple strategies for reading and writing textand sees to it that she is successful in her

attempts, the child will learn how to learn. Thewill to learn is charged.

- Lyons, p. 72


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What Ive Learned:

Be patient and teach the child to be patient with

herself; Have fun laugh with the child;Persevere and help the child to keep trying.

Emotion drives attention, and attention driveslearning, problem solving and remembering. Itadds impetus to childrens attention system and

keeps them engaged.- Lyons, p. 73


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What Ive Learned:

Encourage the child, give specific praise to mold

problem solving, and bring attention to goodbehavior.

Remind children of what they know and provideemotional support, encouragement, and positivefeedback for their imperfect attempts and

partially right responses. These actions willassure children they are on the right track.

- Lyons, p. 73


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Moving to Self-Regulation

Reading Checklist for Sequoia:

5. Write 2 sentences.

4. Keep trying to get the tricky part:

Sound it out

Look for a part you know

Go back

If you can write it, you can read it.

3. Think about the story and whatis happening.

2. Keep reading until the story isover.

1. Listen to what the teachernotices.


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A Blessing in Disguise

The Last Thing Ive Learned:

Our greatest opportunities to improve as teachers

of struggling readers come from the children wefind most puzzling. Spend your time thinking What is your student showing you?

Self-esteem can come from making a great effort,from facing uncertainty and overcomingobstacles that we are not sure we can meet,

from doing our level best.M. Konner

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The Role of Affective Communication