Transcript Communication_PP_F05

Communication in the
Classroom
By: Katie, Danielle, Laura,
Kasandra, and Elizabeth
Guiding Principals of Effective
Communication
• Take context’s into consideration
For example: Cultural, Environmental, Situational,
Relational, Psychological
•Avoid using loaded words and non-verbal cues
•If there is a problem focus on issues, not people
•Convey understanding and interest in
your message
•Pose a point of view but with an open
attitude- invitation to investigate or
explore
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Effective Communication in the Classroom:
Things that the teacher will be doing to make an
effective classroom:
•Talking directly to the students and making eye contact
•Showing respect to the students
•Speaking courteously to the students
•Creating a role model
•Being a good listener and don’t make judgments
•Keeping an open mind
•Watching nonverbal behavior from the students and be aware of
the nonverbal signals you give your students
•Checking for understanding by asking questions
•Involving the children in decisions
•Rehearsing the rules and procedures of the classroom
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Things that the children will be doing in the
classroom:
•Listening to the teacher
•Showing respect for themselves and their teacher
•Asking questions to make sure that they understand
•Being relaxed and ready to learn in the classroom
•Working together with their classmates cooperatively
•Following directions and staying on task
In order for the classroom to be an effective
classroom in communication, the teacher and
students must work together in establishing the
expectations of the class.
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Tips for Effective Communication with Parents:
•Suspend judgment on the parent
•Listen to what the parent has to say and take into consideration
their feelings and needs
•Give respect to the parent
•Be courteous and make them feel welcome in your classroom
•Write down what is discussed in the meetings with the parent
•Keep things positive about the child
•Communicate early on in the year with the parent, not just when
there is a problem
•Find out about the child, what their likes and dislikes are
•Develop a plan with the parents and follow through with it
•Make them feel like they are apart of the decisions
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Effective Communication Strategies
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Receptive communication is our understanding of other people's
communication to us. Expressive communication is what we
communicate to others.
Remember: There are two sides to communication
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When communicating, stay calm, never accuse or attack. Share
what you would like to see happen. Be specific and give details.
Know the child well - know how s/he communicates, know what s/he
is interested in and may want to communicate about.
Listen to the child’s feelings and needs.
Express your feelings and needs.
Ask questions when you have concerns- stay informed.
Summarize the Child’s point of view after listening.
Have the student summarize what he feels you said and heard you
say, make sure what you talked about was understood.
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More Effective Communication Strategies
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Make decisions together, brainstorm ideas without evaluating and
then decide together which ideas you don’t like and those you do, and
plan how to put them into action.
Empower children by teaching them how to approach problems by
breaking them down into manageable parts.
Understand the factors affecting a student’s communication at any
given time.
Build trust, by being consistent, helping understanding, taking time,
following the child and being supportive.
Follow a child’s lead when it comes to communication, respond to
signals s/he may give, encouraging communication.
Remember: As a child's communication abilities develop, more formal
communication modes may be introduced. It is vital to maintain
children's confidence that they can influence events. Giving them
opportunities to use their current skills in a wide range of situations
is as important as moving onto the next stage.
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Communication Can Foster a Students
Self- Concept or Destroy It
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Be careful of your tone of voice and facial expressions.
Say something positive and constructive before pointing out how a
child can improve.
Try not to say anything negative and not ever degrading.
Uplift and encourage, build up a student’s self confidence.
Never criticize a student on h/her work publicly. Remember all
children are sensitive, even if they don’t act like they are.
Share what you would like to see happen, never accuse or attack.
Try to stay objective and state your observations if asked to take
sides.
When we communicate with a child, we want to send the messages: I
believe in you, I trust your ability to think wisely and creatively and I
value your contributions.
You want your students to know that when they communicate with you
and you with them, that you will each treat one another with dignity
and respect. Everyone wants to feel visible and valued…
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Teacher-Parent
Communication
• Have parents do volunteer with the
school
• Phone calls and visits to the classroom
• Parent-teacher conferences (usually
after report cards)
• As soon as a child acts up, call the parent
right away to avoid further problems
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Teacher-Parent
Communication
• Send home a weekly newsletter to parents and
have them sign it
• Get to know parents and students ahead of time
• Learn a little to speak their language
• Check school office to confirm for duplicate
information for parents who are divorce or
separated. Both parents have the right to know
about child’s progress
• When have conferences, don’t bring child along
unless the teacher requests it
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Parent-Teacher
Communication Diverse Family
• Respect to uniqueness of each family
system, before you have conferences
• Communicate in culturally appropriate
way
• Develop a personalized relationship with
families
• Assess your beliefs about student
achievement and family diversity
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Parent-Teacher Communication
Diverse Family
• Use newsletters, conferences, email, notes and
telephone conversations to reach all types of families
• Reaching out to parents and caregivers encourages
their involvement in the student’s education
• Promote peer acceptance of diverse family structure
by emphasizing that “family” means, as a child once
said, “a group of people who love and care for one
another.”
• Invite family members with expertise or special
knowledge to contribute to classroom instruction
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Impact of Verbal and
Nonverbal Communication
• Nonverbal supplements verbal communication
• Body language comprises 55% of the force of any
response verbal is 7%
• Examples: Brisk Walk-Confidence, legs apartOpen/Relaxed, Tilted head-Interest
• Eyes communicate more than any other part of
the body
• Smiles-Important Movement
• Touching communicates better than words
• For all- best way to win someone over is mirror
their body language
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How Does Non Verbal
Communication Reflect
Emotion
• Peoples true feelings are shown in non verbal
much more than spoken words
• Facial expressions and postures show your
feelings and emotions
• Much emotional feelings are portrayed by the
eyebrows and the mouth
• Internet examples
• Facial Expressions are essential to relationships
with others reflecting feelings and emotions
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References
http://novaonline.nv.cc.va.us/eli/spd110td/interper/message/linksnonverbal.htm
http://planet.tvi.cc.nm.us/idc/Documents/ClassroomClimateweb.htm
http://osi.fsu.edu/waveseries/htmlversions/wave3.htm
http://www.cultsock.ndirect.co.uk/MUHome/cshtml/nvc/nvc3a.html
http://www.glencoe.com/sec/teachingtoday/tiparchive.phtml/2
http:// www.gse.harvard.edu/hfrp/pubs/onlinepubs/beyondptc.html
http://www.migrant.org/esl/survival_packet/tips2.htm
http:// www.ncrel.org/gap/clark/teacher2.htm
http://www.nysccc.org/linkfamily/Keys/CommunBasics.htm
http://www.positive-way.com/body.htm
http://www.slc.sevier.org/effecom.htm
http://www2.pstcc.cc.tn.us/~dking/interpr.htm