CHA RACT ER ED UC AT IO N
Even in such a simple interaction, the potential for
misunderstanding is great. When one person asks ‘What
time is it?’ they may be expecting a reply that specifies
the time, and be surprised when the other person starts
speaking about being held up in the staff room, or tells
them not to be cheeky.
Reality: Adult to Adult
P
A
P
What time is it?
It’s 12:15
C
A
C
Response: Child to Parent
Misperception: Parent to Child
P
A
You shouldn’t be late
for the lesson
What time is it?
C
P P
A A
C C
Misperception: Child to Parent
P
A
C
What time is it?
The lesson
must end on time.
P
A
What time is it?
I had to talk to
another member of staff
C
Response: Parent to Child
P P
A A
C C
Don’t be
impertinent
What time is it?
P
A
C
This is known as a crossed-transaction because the
transaction lines run across each other rather than in
parallel. In this way, plain and straightforward relations
may be obscured by ulterior intentions, raising the
potential for misunderstanding and establishing an
obstacle to joint progress towards shared objectives.
Naturally, the question ‘What time is it?’ may be used in
precisely these ulterior ways – and young people learn
such games from adults at an early age. This is shown by
the example above, a student-teacher transaction that
many will recognise. Next is another:
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