Communication skills for educators

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Communication Skills, education

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Communication skills for educators

  1. 1. Communication Skills for Educators Chapter 1, 2 & 3 Antwuan Stinson, Ed.D. Curriculum & Instruction Alabama State University
  2. 2. Chapter 1 Needs Theories Abraham Knowledge and Understanding Self actualization Self respect Belonging and affection Safety and securityPeople have an innate need to be competent and accepted.
  3. 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. 4. Needs Theories Williams Glasser Five basic needs  To survive and reproduce  To belong and love  To gain power  To be free  To have funStudents will function productively in school environments that allow them to experience a sense of control or power over their learning .
  5. 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. 6. Cultural Differences Disproportion of suspensions and expulsions Discipline Incongruence Culturally responsive classroom management
  7. 7. Approaching Classroom Management Individual life experiences Personal values and teaching style Organization Responding to “abnormalities” Think critically of the best solutionThe dynamics of the classroom will dictate the approach to dealing with discipline and ultimately the quality of learning in your classroom.
  8. 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 studentsDarling-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. 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. 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. 11. Communicate High ExpectationsHigh 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. 12. Avoiding Negative Effects of TeacherExpectations 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. 13. Stages of Group DevelopmentDependency Authority figure provides Teacher provides clear structure classroom and behavior standardsInclusion or Members are concerned Teacher gives activities to about belonging ensure students are valuedorientation and competentDissatisfaction Concern about who makes Obtain feedback: problems, decisions in the group meetings, environmentResolution Students listen more; Implement instructional greater group unity strategies to involve allProduction Student social and Be a reflective practitioner academic needsTermination Students need closure on Discuss classroom events, group experience projects, conclusions
  14. 14. Acquaintance Activities1. Name chain2. Bingo3. Interviews4. Guess who?5. Who are we?6. T-shirt7. Shoe box or Paper bag
  15. 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. 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. 17. Working with Families Continuous Interaction Weekly planner or folder Friday envelopes or activities sheet Newsletter Progress report
  18. 18. Working with Families Prepare for conferences Parents feelings about the class Student academic work Student behavior Data on conferences with colleagues
  19. 19. Looking for Employment Apply early
  20. 20. School PoliciesHow to stay out of trouble
  21. 21. Be familiar with school policies from thestart!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
  22. 22. Policies you’ll need to be aware of as ateacher 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
  23. 23. If you advise a student group: Be familiar with: Travel policies Fundraising policies Activity absence policies Student organization finance policies
  24. 24. Questions/Remarks…

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