Communication Skills for Educators Chapter 1, 2 & 3 Antwuan Stinson, Ed.D. Curriculum & Instruction Alabama State University
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.
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
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 .
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
Cultural Differences Disproportion of suspensions and expulsions Discipline Incongruence Culturally responsive classroom management
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.
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.
Get to know students Family structure Life cycle Roles and interpersonal Discipline Time and space Religion Food Health and hygiene History, tradition, holidays
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
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
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
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
Acquaintance Activities1. Name chain2. Bingo3. Interviews4. Guess who?5. Who are we?6. T-shirt7. Shoe box or Paper bag
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
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
Working with Families Continuous Interaction Weekly planner or folder Friday envelopes or activities sheet Newsletter Progress report
Working with Families Prepare for conferences Parents feelings about the class Student academic work Student behavior Data on conferences with colleagues
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
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
If you advise a student group: Be familiar with: Travel policies Fundraising policies Activity absence policies Student organization finance policies