Script  and  Learning   Biography   MU DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 1 DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 2 Significance  for  the  educational  process -­‐ Awareness  that  educators  influence  these  processes  in  a  deep  way -­‐ Awareness  that  the  child  is  building   up  his  script  during   and  by  the  educational  processes   -­‐ Awareness  that  the  script  (  which  is  brought  by  the  child)  influence  the  learning  process -­‐ Awareness  that  the  beliefs  about  learning  will  be  included  in  the  script  development -­‐ Awareness  that  the  “learning  script”  influence  the  later  working  styles The  script is a  personal  life plan   developed mainly before the age of seven under parental,  familial, social and cultural pressure.   It determines the most important aspects of a  person’s life.   The  script is ‘written’  in  early childhood,   rehearsed and revised in  later childhood and performed in  adulthood. Berne DEFINITION DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 3 Children begin developing a  script instead of following their own autonomous nature as a  result of their vulnerability and dependence,   attributions,   their develop-­‐ mental  stage,   their suggestibility,   the modelling they receive from caretakers and older siblings, trauma,  verbal  and non-­‐verbal  messages,   and in  response to fantasies and dreams.   Chid`s  decisions are very rarely as cognitive and conscious as the word implies.   They are visceral,  embodied,   emotional,   ‘limbic brain’;   they are adaptations made long before the rational  neo-­‐cortex  is fully developed.   Later to make sense  of this will  be developed a  narrativ  about life – the modern  view of script building. Sills,  Tosi and others DEVELOPMENT  OF  SCRIPT DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 4 The  general behaviour of parents and other authority figures in  childhood is another vehicle for the communication of script messages. Telling children to ‘do  as I  say,  not  as I  do’  is pointless.   The  way children see people behave is much more influential than imploring words.   Another form  of modelling is that found in  story books,   radio and television stories,   films,  songs,  nursery rhymes and so  on.   BUILDING  UP  AND  MODELLING  SCRIPT DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 5 Keith  Tudor  describes  in  his  Script  Helix The  influence  of  all  relevant  people   To  the  script  development  – children  are  inluenced By  many  different  persons, But  in  the  same  way  like  it  is  drawn  here. You  can  use  the  script  matrix  to  explore  the  influence of  relevant  teachers -­‐ working  With  your  own  learning  biography -­‐ Analysing  teachers  behaviour -­‐ Learning  difficulties  of  children  and  adults IINFLUENCES  ON  SCRIPT  BUILDING DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 6 DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 6 Goulding and Goulding (1976)  identified 12  main injunctions.  These  are: “Don’t be or Don’t exist” “Don’t be you (the sex you are)” “Don’t be a  child” “Don’t grow up” “Don’t make it” “Don’t”  (do  anything) “Don’t be important” “Don’t belong” “Don’t be close” “Don’t be well” “Don’t think” “Don’t feel” Use  your  possibility As  educator To  give  permissions Instead  od   Injunctions! DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 7 DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 7 The  Five Drivers “Be Perfect” “Be Strong” “Try  Hard” “Please (people)” “Hurry Up Drivers  and  Working  styles Imagine  the  working  styles  your  students will  develop  if  you  confirm  this  drivers DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 8 IMPORTANT  QUESTIONS  FOR  EDUCATORS Ø What  do  you  think  is  the  influence  of  teachers  and  educators  to  the  script  building Ø How  can  teachers  and  Educators  influence  this  process Ø What  will  be  the  influence  to  the  learning  process? Ø What  will  be  the  influence  to  the  self  beliefs  of  children  about  their  learning  capacity? DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 9 The  script  development  is  deep  vconnected with  the  learning  process People  learn   when  they  can  relate  new  information   to  her  own  experience They  can  have  their  individual  preference,  their  preferred  learning  style The  learning  process  can  be  connected  to  the  previous  experience  and  the  beliefs  and  attitudes  they  have  acquired By  the  way  in  which  teachers  and  students  relate  in  classroom   Strategies  for  making  learning  more  effektiv can  be  learned  trough  reflective  practice Transactional  Analyses  provide  both  insight On  how  we  learn And  TA  offers  tools  to  make  the  process  effektive DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 10 Experiential  Learning  (  Kolb) A  four  Stage  cyclical  theory  of  learning  that  combines  experience,  perception,  cognition   and  behavior Learning  is  the  process  whereby  knowledge  is  created  through  the  transformation  of   experience. 4  stages:   Concrete  experience  (  do) Reflective  observation  (  observe) Abstract  conceptualization  (  think) Active  experimentation  (  plan) DO OBSERVE THINK PLAN DR.  SYLVIA  SCHACHNER,  TSTA-­‐E                                                                         SYLVIASCHACHNER@GMX.AT 11