Transition Statements for Re-Confrontation
Reflect the student’s defensiveness with Confirmatory Paraphrases until you get a “yes.” A “yes” lets you know there is agreement that you heard the student accurately. This is not an agreement with the student’s defense, only an acceptance that the student has a point of view and you have heard it accurately. The student’s “yes” signals it is time
to re-confront. The “yes” may be in words or indicated by body language and attitude.
Note: You may get a no that means yes if your paraphrase is phrased in the negative: “So you don’t think this is your fault?” “No.”
When you get a “yes,” make a transition statement and re-confront, restating your Confrontation Message as you prepared it.
Examples of Transition Statements:
- “The trouble is when you [Three-Part Confrontation Message].”
- “My problem remains when you [Three-Part Confrontation Message].”
- “The issue for me is when you [Three-Part Confrontation Message].”
- “What’s hard for me is when you [Three-Part Confrontation Message].”
- “I have a problem when you [Three-Part Confrontation Message].”
- “I have a difficulty when you [Three-Part Confrontation Message].”
When you make a Transition Statement, you may want to express your own view before re-confronting with your Three-Part Confrontation Message. Please note that the words but and however are never used in a Transition Statement. Always use the word and. And is a word that makes a bridge — it joins. But and however separate and divide.
| Confirmatory Paraphrase of Student's Viewpoint | Bridging Transition |
| "You see it as not very important." | AND |
| "You don't remember discussing it before." | AND |
| "So this is not a problem for you." | AND |
| "You think I am treating you unfairly." | AND |
| "So it's difficult for you when [insert remark]." | AND |
Continue to re-confront the student using Confirmatory Paraphrases, Transition Statements, and your Confrontation Message until ONE of the following happens:
- The student offers a solution.
OR
- The student gives some hint or clue that he or she might want to solve the problem. If you get such a hint or clue, invite the student into the problem-solving process.
Some possible clues you might hear:
Student’s Clue: “Well, what do you want me to do?”
Teacher: “Sounds like you’d be willing to consider some steps to help me solve this.”
Student’s Clue: “I don’t know what I can do about it.”
Teacher: “So if you could think of something to do, you would do it.”
Student’s Clue: “I’ll try harder.”
Teacher: “So you’re willing to do something if you could think of something to do.”
More Key Information