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Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
Communication - Bridge Beyond Teaching (Teachers)
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Communication - Bridge Beyond Teaching (Teachers)

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This is a presentation for teachers that teaches effective communication skills in the classroom.

This is a presentation for teachers that teaches effective communication skills in the classroom.

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Transcript

  • 1. ACTIVITY “WHY”
  • 2. Every relationship has its basis in… COMMUNICATION BRIDGE BEYOND TEACHING
  • 3. VALUES WE COMMUNICATE Respec Empath t yGenuinenes Trust s Professionalis m
  • 4. Equality BeingPunctual Fair Professionalism Maintain KnowledgeConfidentiality of Subject
  • 5. BODY LANGUAGEGestures Voice Pitch Eye Contact Posture
  • 6. The aim of good teaching "is to have presence" — but what is presence? PRESENCE is about controlling your body language in a way that shows you are in charge of the classroom.
  • 7. Body I’M YOUR Langua ge LEADER• Be at your door to welcome pupils when they arrive.• Stride in confidently and greet the class with a loud, clear and upbeat voice.• Use the whole classroom.• Use your face.• Keep your body language open.
  • 8. ATTITUDE MATTERS! How are adolescents different from younger children?• Both Mind and Body Changes• Priorities Different• Questioning• Discovering Independence• Discovering Freedom• Mind of their ownRemember it’s a different generation! Compartmentalize your life!
  • 9. CONGRUENCY Values should match your teaching… Actions should match your words!Do as you would want others to do to you!
  • 10. Lecturing Unreasonable or SarcasmMoralizing COMMUNICATIONLabeling BLOCKERS Bringingor Name up the calling past Comparisons Blaming or Accusing Orders and Threats
  • 11. Words have a way of lingeringlong and poisonously…
  • 12. HEALTHY WAYS OFCOMMUNICATING1. Class Climate should be supportive and not defensive.1. Listen with full attention – both verbally and through body language2. Do not plead – Be firm and assertive.3. Praise.4. Use humour - Youre having a laugh!5. Encourage Autonomy
  • 13. 7. Deal with their feelings.  Listen quiet and attentively.  Acknowledge with a word and gesture .  Give the feeling a name,  All feelings can be accepted, certain actions must be limited. To acknowledge is different from agreeing Do not repeat exact words
  • 14. 8. I- Messages. You Messag • State a problem, without blaming es someone for it. • It protects self esteem, clarifies and lessens misunderstandings, preserves quality of the relationship.“I feel _ _ _ _ _ _ _ _ _ when you _ _ _ _ _ _ _ _ _ because _ _ _ _ _ _ _ _ _ _ _ _ and would really prefer it if _ _ _ _ _ _ ”
  • 15. DISCIPLINE It means to teach and guide – it does not mean to punish or control.• Do not engage in a power struggle.• Avoid power plays, especially in front of his classmates.• Structure your interactions around mutual respect.
  • 16. DIFFUSE POWER STRUGGLES BY1. Repetitive Instructions. • Use a quieter voice each time, and call the students name.2. Humour.3. Inquire about a students anger.4. Share Power. Negotiate.5. Postpone the Discussion.6. Free students from roles.
  • 17. ENGAGE COOPERATION• Describe what you see, or the problem• Give information.• Say it with a word.• Describe how YOU feel.• Write a note.
  • 18. ESTABLISH RULES, LIMITS AND CONSEQUENCES• Establish age appropriate rules and limits.• Have your child participate in setting rules and consequences.• Be consistent. • Set consequences that can be completed quickly. • Give them a chance to try again • Establish trust.
  • 19. Natural and Punishment Logical Consequence s• Punishment is deliberate deprivation of something for a set periods of time.• Consequences is the natural result of behaviour.• Logical Consequences• Give them responsibility.• Peer Intervention with no criticism!
  • 20. EFFECTIVE DISCIPLINE • Teaches self-control. • Enhances self-esteem. • Teaches respect for others. Be a good role model
  • 21. QUESTIONSIf I use these skillsappropriately, will it work everytime? OUR CHALLENGE – TO MODEL AND TEACH EFFECTIVE COMMUNICATION IN OUR CLASSROOM.
  • 22. ? How many of you remember your teachers?? Do you remember them for all the good that they have taught you?
  • 23. A TEACHER CAN DO MAGIC!
  • 24. WHAT KIND OFTEACHER DO YOU WANT TO BE?

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