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2  Born Eric Lennard Bernstein on May 10, 1910.  He was born in Montreal, Canada  His father died when he was young and he was primarily raised by his mother.  He was married 3 separate times all ending in divorce.  Died in 1970 of a heart attack.

3  Studied medicine at Mcgill University and received his degree in 1931.  He then went on to Yale and studied pschiatry and psychoanaylsis.  He served briefly in the Army during World War II.  He was taught and influenced directly by Erik Erikson.

4  Born Thomas Anthony Harris on April 18, 1910.  He was born in Texas  Passed away in 1995.

5  Attended San Antonio High School and then the University of Texas.  Received his Bachelor of Science from the University of Arkansas in 1938 and then his MD Degree from Temple University School of Medicine in 1940.  After Graduating he began an internship in the Navy.  He was aboard the Submarine USS Pelias when it was attacked at Pearl Harbor in December 1941.

6  No information was found directly associated with this writer/theorist other than the titles of books he has written.  Writer of “Games Students Play (and what to do about them)”

7  Based on the thought that life is based on a process of dynamic urges and counterchecks.  We all have stored memories or “tapes” that we quickly can invoke based on certain stimuli.  The central principal is the social “transaction”

8  A social transaction happens when two or more people encounter each other. › The transaction happens when one or both either speak or acknowledge the presence of the other. This is called the Transactional Stimulus. › Then when the other party responds by saying or doing something in return it is reffered to as the Transactional Response.

9  After close observation is was discovered that all people have 3 states of being within them in response to the transactions. › Child › Parent › Adult

10  When parent rules are being recorded the internal feelings of the Child state are also developing.  The child state includes the evaluation of the experience with seeing, hearing, and feeling data.  These are recorded as “OK” or “Not OK” feelings.

11  Based on all tapes we have stored from past experiences with our parents or parent substitutes from when we were young.  All tapes that have been stored in this being are looked at as “truths” because as a young child we are helpless and depend solely on our parents for everything.  Usually our parent state contains lots of extremes about what we should and should not do because they are based mainly on our safety.  Words used commonly are never, always, never forget….

12  The adult stage is developed through gathering information and creating a thought concept of life.  It takes information from other stages and processes it to validate it. › Example: The discovery that it is in fact unsafe to run in the street. This information was instilled in the parent state.

13  As educators you must find clues to help you decide what internal state the students are operating from. › Examples on following slides…

14  Physical: Furrowed brow, pursed lips, pointing index finger, head wagging, the “horrified look”, foot tapping, hands on hips, arms folded across chest, sighing…  Verbal: Always, Never, For once and for all, Judgmental words, critical words, patronizing language

15  Physical: Tears, quivering lip, pouting, temper tantrums, high pitch whining, rolling eyes, shrugging shoulders, teasing, laughter, hand raising for permission to speak, nail biting, giggling…  Verbal: Baby talk, I wish, I don’t know, I want, I’m gonna, I don’t care, Oh No, things never go right for me, worst day of my life, bigger, biggest, best…

16  Physical: The face of the student will not be blank or dull, but the eyes, face and body will move continually with short periods of non movement showing they are listening.  Verbal: Why, what, how, who, where, when, how much, in what way, comparitive expresions, reasoned statements, true, false, probably, possibly, I think, I realize, I see, I believe…

17  Nondirective Statements  Questions  Directive Statements  Reinforcement  Modeling

18  Nondirective Statements › These statements when used help to verbalize and clarify the true meaning of the students actions.  Example: When a student voices that they “hate” those other students because they are driving them crazy, you as the teacher can then rephrase it back to the student by saying the following: “The students are doing things that you do not like.” › This helps to let the teacher deal with reality and take the facts from the student and the teachers interpretation of it.

19  Questions › Using questions can help to analyze the messages they send as “OK” or “Not OK” with the help of the parent, adult and child construct. › By using questions you can turn a baiting question from a student into a learning experience.

20  Directive Statements › Directive statements can be used in a manner that can be destructive or instructive. You must be careful when using these to make sure you are sending the correct message.  Example: “I cannot teach the class when you talk so loudly. If you have something to say, raise your hand and I’ll listen to you.”

21  Reinforcement › Although a behavior reward system is not directly mentioned in the TA model it is considered that students all need to have the feeling that they are “Ok.” › Teachers need to always remember that students need positive reinforcement and complimentary messages to feel encouraged.

22  Modeling › It is thought that teachers should teach the Transactional Analysis Theory to their students so that they have an equal playing field for understanding behaviors.

23  Part 1 › http://www.youtube.com/watch?v=eLQS0Ix LYMg&feature=player_embedded http://www.youtube.com/watch?v=eLQS0Ix LYMg&feature=player_embedded  Part 2 › http://www.youtube.com/watch?v=sDOGhI 2OKd8&feature=player_embedded http://www.youtube.com/watch?v=sDOGhI 2OKd8&feature=player_embedded