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Communicating Effectively
- 1. City & Guilds 7407 Stage 2 Unit 113 Communication Seminar Paper Presented by Patrick O’Connor 15 th May 2007
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- 4. Communication Communication is a two-way process that both teachers and students need to utilise effectively, this will avoid potential barriers to learning developing. Both parties must endeavour to ensure that this medium is never compromised nor corrupted.
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- 23. Thank you Your feedback will be gratefully accepted
- 24. City & Guilds 7407 Stage 2 Unit 113 Communication Seminar Paper Presented by Patrick O’Connor 15 th May 2007
Editor's Notes
- Slide 1 Intro: Distribute handouts In this assignment I will endeavour to present a seminar paper on how I effectively communicate with students, ensure effective communication skills with learners and review the learning process.
- Slide 2:
- Slide 3: Ask group to write a caption to go with this graphic. 1 minute review at end!
- Communication is feedback! Feedback from the student, written, verbal & non-verbal Feedback from the teacher, written, verbal & non-verbal
- Communication blocks: - level of work is appropriate (communication will become a problem if the level of work is above that of the level of ability of the learner) - jargon (the pupil must understand what the teacher is talking about) - vocabulary and the use of other language (teachers have a larger vocabulary, and tend to use more complex grammar than their students) (DO NOT ALIENATE THE PUPIL) - environment (are there any distractions, such as noise, homeostatic equilibrium)
- - specific learning difficulties (SEN or disabilities, analyse the learners’ needs) Fear of failure and low student expectation (returning to study or changing careers) (lack of motivation) Unapproachable teachers (over-formal teachers) Shy pupils (first few lessons are very important) Mixed-ability learners (achieving differentiation of work)
- 1. encourage students to take responsibility for their own learning. 2. help the student see the worth and encourage self-belief, this will avoid the feeling of dependency & helplessness, this will avoid them laying the blame for their own poor learning 3. set standards that are worth achieving, achievable and get students to think for themselves 4. establish the students understanding, miss-understanding & feelings on the subject/learning process 5. rule 1) If something is correct, let them know, rule 2) if you see an improvement, however small, build on it so it escalates. Rule 3) if something is incorrect, help the student find a way to improve it, then see rule 1 & 2. Ensure language is at an appropriate & satisfactory level.
- Slide 4: How we utilise communication Body language - posture, position of arms/hands, position of feet, actions Facial expressions - raised eye-brows, frowns, smiles, vacant expressions, if they look confused, they are confused! Eye-contact – held to make a point, too long will be embarrassing, not held will lead to lack of confidence Gesticulation – hand gestures, talking with hands, this normally indicates a limitation of speech your brain is trying to overcome. Could a visual aid be of benefit? Tone of voice – indicates importance of subject being discussed and, if necessary, urgency of the situation/subject. Vocabulary used – matched to the relevant level of individual/cohort. Verbosity leads to distributive behaviour! Speed of delivery – Inexperienced teachers may feel they have a lot of information to impart in a short space of time. Time delivery correctly to have the greatest impact.
- “ Numbers of Meaning” 1967 UCLA professor Dr Albert Mehrabian produced a study on the importance of verbal and non-verbal communication messages He observed most people sent mixed messages During the study he filmed people communicating their feelings. A copy of the film was shown with no sound track to a group A second group heard the soundtrack with no visuals A third read a transcript of the film. The first group thought a business meeting was being conducted The second; people angry with each other The third; friends talking All three versions were from the same interaction
- Continue to discuss non-verbal communication Auto slide (12 seconds)
- Blank
- They have already told you they are confused, they just didn’t use any words! If you ask the question, they may lie to avoid looking foolish or stupid to their peers
- Effective two-way communications starts with this! To communicate with students effectively, you both need to know what is meant! Each industry has this. Example: Maths – sum, product
- Stop means STOP! Right does not mean correct, but directs to a destination ..and brake (think South London!!) Top gear - not the programme. (What does it sound like?) What is top gear? How will they watch the speed? What is really meant? Excellent: Imposing in splendour and magnificence. Distinguished in excellence, used to express great satisfaction with somebody Talented, virtuoso, inspired, skilful, GIFTED, exceptional, accomplished, outstanding, superb, outstanding In a driving environment no one up to standard driving test level is excellent!
- Summarise main points made during seminar paper
- Review captions from group, reveal caption
- Intro: Distribute handouts