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Effective Communication In The Classroom

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  • 1. EFFECTIVE COMMUNICATION IN THE CLASSROOM Fi McGarry
  • 2. SITE 2.1.1
    • Communicate effectively , using a variety of media, to stimulate pupils and achieve the object of lessons.
  • 3.  
  • 4. What are communication skills?
    • Transmission
    • Reception
  • 5. With whom?
    • Pupils
    • Colleagues – managers, classroom assistants, visiting specialists, L.S. etc.
    • Parents
    • Others
  • 6. Transmission Crown copyright 2005
  • 7. REFLECT
    • What types of communication do you use?
    • What do you hear yourself saying/see yourself doing?
    • Describe this to a partner
    • Identify any “scripts” (consistently used phrases) or non-verbal routines you use
  • 8. Barriers
    • Emotional aspects
    • Threats to teacher’s self-esteem
    • Skills/experience
  • 9. Communication that creates or reinforces negative behaviour
    • Sarcasm
    • Anger
    • Belittling
    • Negative expectations
    • Insensitive physical contact
    • Overt use of physical size
  • 10. Communication that promotes positive behaviour
    • Praise
    • Affirmations
    • Positively stated expectations
    • Language of belonging
    • Language of choice
    • Eye contact
    • Safe physical contact
    • Body language
  • 11. Body Language
    • It’s not (only) what you say, it’s the way that you say it!
      • Awareness of nonverbal behaviour allows you to become a better receiver
      • You will become a better sender of signals that reinforce learning
      • Increases the degree of perceived psychological closeness between teacher and pupil
  • 12. Nonverbal behaviours
    • Eye contact
    • Facial expression
    • Gestures
    • Posture and body orientation
    • Proximity
    • Paralinguistics
    • Humour
  • 13. Negative verbal behaviours
    • Inconsistent, or hidden messages
    • Rudeness
    • Raised voices
    • Incoherent diction
    • Too much talk!
    • Inappropriate language/style
  • 14. Positive verbal behaviours
    • Clear messages
    • Respectful
    • Encouraging
    • Appropriate use of praise
    • Pauses
    • Clear diction
    • Modulated tones
  • 15. Developing your role
    • Honesty
    • Openness
    • Respect
  • 16. Developing your role
    • Be professional!
    • Look professional!
    • Set professional expectations!
  • 17. Strategies
    • Props
    • Cues
  • 18. When problems arise
    • Stay calm
    • Speak to the pupil privately and in a quiet voice
    • Establish eye contact and call the pupil by name
    • State any command as a positive (do) rather than a negative (don’t)
    • Use clear and descriptive terms so that the pupil knows exactly what is expected.
  • 19. Pitfalls
    • Mismatch between words and nonverbal signals
    • Pause to think before reacting to provocative behaviour
    • Do not become entangled in a protracted discussion
    • Do not try to coerce or force a pupil to comply
  • 20. Proactive steps to avoid conflict
    • Offer face-saving exit strategies
    • Act in positive ways
    • Agree fair behavioural consequences in advance
    • Avoid making demands of pupils when they are upset
  • 21. Bibliography
    • DOES, 2005 Primary National Strategy, Classroom Communication,
    • Irmsher, Karen. Communication Skills, ERIC Digest 102 January 1996 http://eric.uoregon.edu
    • Fisher, R., Ury, W.,& Patton, B (1991) Getting to yes: Negotiating agreement without giving in (2 nd ed) Penguin, N.Y.
    • Prendivill, Patricia. Developing Facilition Skills, 1995 Combat Poverty Agency, Dublin
    • Ritts, Vicki and Stein, James R. Six Ways to Improve Your Nonverbal Communications 29/08/2006 http://honolulu.hawaii.edu
    • Working With Defiant Kids 29/08/2006 www.interventioncentral.org

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