Communication Skills, education

1. Communication Skills for
Educators
Chapter 1, 2 & 3
Antwuan Stinson, Ed.D.
Curriculum & Instruction
Alabama State University

2. Chapter 1 Needs Theories
 Abraham
Knowledge and Understanding
Self actualization
Self respect
Belonging and affection
Safety and security
People have an innate need to be competent and
accepted.

3. Needs Theories
 Rudolf Dreikurs
Children have a basic need for social
acceptance
Four goals associated with behavior (p. 5&6)
 Attention getting
 Power
 Revenge
 Displays of inadequacy

4. Needs Theories
 Williams Glasser
Five basic needs
 To survive and reproduce
 To belong and love
 To gain power
 To be free
 To have fun
Students will function productively in school environments that allow
them to experience a sense of control or power over their learning .

5. Needs Theories
 Stanley Coopersmith
Significance - a sense of being valued
Competence – being able to perform a socially
valued task as well or better then other’s
Power – the ability to understand and control
one’s environment

6. Cultural Differences
 Disproportion of suspensions and
expulsions
 Discipline
 Incongruence
 Culturally responsive classroom
management

7. Approaching Classroom Management
 Individual life experiences
 Personal values and teaching style
 Organization
 Responding to “abnormalities”
 Think critically of the best solution
The dynamics of the classroom will dictate the approach to dealing with
discipline and ultimately the quality of learning in your classroom.

8. Chapter 2 Classroom Relationships
 What do students value in a teacher?
 Make sure that students did their work
 Control the classroom willing to help students wherever
and whenever needed
 Explain assignments and content clearly
 Vary the classroom routine
 Take the time to know students
Darling-Hammond found that 84% of teachers interviewed stated
creating positive relationships with students and developing
materials related to needs were the most important ingredient to
effective teaching.

9. Get to know students
 Family structure
 Life cycle
 Roles and interpersonal
 Discipline
 Time and space
 Religion
 Food
 Health and hygiene
 History, tradition, holidays

10. Get to know students
 Arrange individual conferences with
students
 Demonstrate interest in activities
 Eat lunch with students
 Send letters and notes to students
 Suggestion box
 School and community events

11. Communicate High Expectations
High achievers receive more response
opportunities; are given more time to
answer questions;
 Call on low achievers more
 Give a little more wait time for lows
 Provide more accurate feedback to lows
 Reduce interruptions of lows

12. Avoiding Negative Effects of Teacher
Expectations
 Use information from test, cumulative folders, and other
teachers very carefully
 Be flexible in your strategies
 Make sure all students are challenged
 Be careful how you respond to low-achieving students
 Use materials that show a wide range of ethnic groups
 Be fair in evaluation and disciplinary procedures
 Communicate to all students that you believe they can
learn-and mean it
 Involve all students in learning task and in privileges
 Monitor nonverbal behavior

13. Stages of Group Development
Dependency Authority figure provides Teacher provides clear
structure classroom and behavior
standards
Inclusion or Members are concerned Teacher gives activities to
about belonging ensure students are valued
orientation
and competent
Dissatisfaction Concern about who makes Obtain feedback: problems,
decisions in the group meetings, environment
Resolution Students listen more; Implement instructional
greater group unity strategies to involve all
Production Student social and Be a reflective practitioner
academic needs
Termination Students need closure on Discuss classroom events,
group experience projects, conclusions

14. Acquaintance Activities
1. Name chain
2. Bingo
3. Interviews
4. Guess who?
5. Who are we?
6. T-shirt
7. Shoe box or Paper bag

15. Creating a Positive School Climate
 Take picture
 Involve students in special projects
 Set aside time to read quietly
 At the end of the day, write about a
positive experience

16. Chapter 3 Working with Families
 Methods for obtaining support
Introductory letter
Phone calls
Home visits
Initial meeting
 Open house or back to school night
Follow up

17. Working with Families
 Continuous Interaction
Weekly planner or folder
Friday envelopes or activities sheet
Newsletter
Progress report

18. Working with Families
 Prepare for conferences
Parents feelings about the class
Student academic work
Student behavior
Data on conferences with colleagues

19. Looking for Employment
Apply early

22. School Policies
How to stay out of trouble

23. Be familiar with school policies from the
start!
Policies relating directly to students:
 Attendance/Tardy Policy
 Academic/Grading Policies
 Telephone use (school phones, cell, pagers)
 Student Dress and Grooming Policies
 Safe School Policies
 Weapons, fighting, intimidation, verbal abuse, etc.
 Alcohol, Tobacco, and Drug Policies
 Sexual Harassment Policy

24. Policies you’ll need to be aware of as a
teacher
 Internet/Email use policies
 Family Educational Rights and Privacy Act (FERPA)
Policies
 Policies regarding the reporting of abuse, neglect,
suicide threats, etc.
 Emergency procedures
 Fire, earthquake, bomb threat, intruder, etc.
 Field Trip policies
 Accident reporting procedures
 Reporting academic progress
 Purchasing guidelines
 Substitute teachers
 Requests for, planning, etc.
 Use of videos, movies, and instructional materials

25. If you advise a student group:
 Be familiar with:
Travel policies
Fundraising policies
Activity absence policies
Student organization finance policies

29. Questions/Remarks…