This document discusses effective communication techniques, including speaking assertively. It covers using respectful, fact-based language and focusing on nonverbal cues like eye contact, voice tone, posture, and facial expressions. Assertiveness is about respect, not aggression. Effective listening and negotiation techniques are also presented, along with how to say "no" assertively. The goal is clear, empathetic communication to foster understanding and connection.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
This document discusses prosodic features of speech, including volume, projection, pitch, stress, intonation, and juncture. Volume refers to loudness, projection is strength in speaking, pitch is highness or lowness of tone, and stress is emphasis on syllables. Intonation is variation in pitch used to express emotion. Juncture involves pauses of varying lengths that are indicated with symbols like single or double bars and double crosses.
This document discusses desirable traits of Filipinos and Philippine culture and national identity. It begins by outlining what the reader will learn, including showing pride in Filipino culture and respect for national symbols. It then provides a poem that highlights several national symbols like the flag, anthem, costumes, and heroes. The poem encourages showing respect for these symbols and pride in one's identity. It aims to help readers understand and demonstrate traits that mark a true Filipino.
This document discusses the differences between opinions and assertions. Opinions are beliefs or judgments about something or someone based on personal views. There are personal opinions, which are individual views, and public opinions, which represent majority views. Assertions are strong declarations of beliefs or facts used to directly express ideas or feelings. There are four types of assertions: basic, empathetic, escalating, and language assertions. While opinions express assessments or interpretations, assertions involve standing up for one's rights in a direct manner.
Here are some connections I made while reading the excerpt:
Paragraph 1: Text to Self - I can relate to feeling embarrassed after being humiliated in front of others, as the main character Tyray feels after being defeated by Darrell.
Paragraph 3: Text to World - Bullying is still an issue in schools today, as seen by Tyray bullying other students by hassling them for money and embarrassing them in front of their peers.
Paragraph 16: Text to World - The mother's concern about her son getting into more trouble relates to real world issues of children getting suspended or expelled from school for bad behavior.
Multimodal texts are a combination of two or more communication modes, for example, print, image and spoken text as in film or computer presentations.
This presentation has complete details on activities and exemplars of multimodal text pursuant to most essential learning competencies of the Department of Education.
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
This document discusses prosodic features of speech, including volume, projection, pitch, stress, intonation, and juncture. Volume refers to loudness, projection is strength in speaking, pitch is highness or lowness of tone, and stress is emphasis on syllables. Intonation is variation in pitch used to express emotion. Juncture involves pauses of varying lengths that are indicated with symbols like single or double bars and double crosses.
This document discusses desirable traits of Filipinos and Philippine culture and national identity. It begins by outlining what the reader will learn, including showing pride in Filipino culture and respect for national symbols. It then provides a poem that highlights several national symbols like the flag, anthem, costumes, and heroes. The poem encourages showing respect for these symbols and pride in one's identity. It aims to help readers understand and demonstrate traits that mark a true Filipino.
This document discusses the differences between opinions and assertions. Opinions are beliefs or judgments about something or someone based on personal views. There are personal opinions, which are individual views, and public opinions, which represent majority views. Assertions are strong declarations of beliefs or facts used to directly express ideas or feelings. There are four types of assertions: basic, empathetic, escalating, and language assertions. While opinions express assessments or interpretations, assertions involve standing up for one's rights in a direct manner.
Here are some connections I made while reading the excerpt:
Paragraph 1: Text to Self - I can relate to feeling embarrassed after being humiliated in front of others, as the main character Tyray feels after being defeated by Darrell.
Paragraph 3: Text to World - Bullying is still an issue in schools today, as seen by Tyray bullying other students by hassling them for money and embarrassing them in front of their peers.
Paragraph 16: Text to World - The mother's concern about her son getting into more trouble relates to real world issues of children getting suspended or expelled from school for bad behavior.
Multimodal texts are a combination of two or more communication modes, for example, print, image and spoken text as in film or computer presentations.
This presentation has complete details on activities and exemplars of multimodal text pursuant to most essential learning competencies of the Department of Education.
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
Activity - faulty logic, unsupported fact, or emotional appeal.PatrickDevera5
The statements claiming that cutting funding for public schools will improve education, that buying a lottery ticket guarantees winning, and that Spiderman is real contain faulty logic. The statements about the telephone company ad appealing to emotion, the fast food chain ad implying customers will reunite with past lovers, and a player being great just because their team is great rely on unsupported facts or emotional appeals rather than logical reasoning. The statement about doing well on a test because of seeing a movie beforehand commits the logical fallacy of post hoc ergo propter hoc, assuming correlation implies causation.
Compare and Contrast Similar Information Presented from Different Texts.pptxjoana386711
This document provides tips for comparing and contrasting information from different texts. It explains that comparing finds similarities while contrasting finds differences. It advises to look at topics, main ideas, supporting details, perspectives, themes, genres, authors' purpose and intended audience to identify similarities and differences across texts. The document aims to help readers develop higher-order thinking skills through comparative analysis.
I, (name), take you, (name), to be my wife/husband. I promise to be true to you in good times and in bad, in sickness and in health. I will love you and honor you all the days of my life.
This document provides an overview of moralist criticism as a type of literary critique. Moralist criticism judges the value of literature based on its moral lessons and ethical teachings. It praises works that encourage virtue and condemns those that misguide or corrupt. Key aspects moralist critics consider include a work's treatment of maturity, sincerity, honesty, sensitivity and courage. The approach began in ancient Greece with Plato arguing that literature and art could influence people for better or worse. Utilitarianism also advocates evaluating works based on whether they foster happiness or harm. The document encourages analyzing poetry like Robert Frost's "The Road Not Taken" from a moralist perspective.
This document discusses identifying and addressing bias and prejudice. It provides objectives for students to detect and show examples of bias and prejudice, perform related tasks, and express personal thoughts on the topics. The document then presents scenarios asking students to identify examples of bias and prejudice. It defines bias as favoring one thing over another unfairly and prejudice as an unfavorable pre-formed opinion. Students are asked questions about labeling and judging people. The document suggests activities like role-playing and creating art about bias and prejudice.
Use grammatical signals that indicate problem and solution.pptxMariaLuisaGangatInov1
This document provides information about an English class for grade 8 learners. It introduces the teacher, Maria Luisa G. Inovejas, and provides her contact information. It includes reminders about health protocols and what to do in emergencies. Various class activities are outlined, including comprehension questions about a paragraph on littering, identifying problems and solutions in pictures, and a group activity transcribing comic strips or rewriting a short story using grammatical signals for problem-solution text structure. Assessment criteria for writing tasks are also provided.
This document provides a daily lesson log for an English class that focuses on objectives, content, learning resources, and procedures for the week. The objectives are centered around composing and delivering an entertainment speech using effective paragraphs, grammatical signals, and appropriate prosody. The content examines stories from Thailand and Malaysia, idiomatic expressions, and bibliographic formatting. Learning resources include textbooks, worksheets, and online materials. The procedures outline daily activities like introducing topics, establishing purposes, practicing skills, finding applications, and evaluating learning. The goal is for students to transfer their learning by composing and delivering a creative speech.
Here are the key points about personal narratives:
- A personal narrative shares a meaningful event from the author's life. It allows the author to tell stories or share experiences.
- The narrative should have a clear point and focus on an event that reveals something about the author's personality or had an impact on their outlook. Examples include a learning experience, discovery, funny event, or lesson learned.
- When writing, the author should show the experience through describing what they saw, heard, smelled and felt, rather than just stating what happened. This helps the reader experience the event along with the author.
- The narrative is written from a first-person point of view since the author is the storyteller sharing their
There are 3 types of claims: claims of fact, which assert something exists/existed/will exist and can be proven true or false; claims of value, which make judgments about whether something is good/bad; and claims of policy, which assert what should/should not be done. Claims state positions, not questions, and are made against the status quo. The type of claim determines the focus and structure of the argument.
Here are some appropriate grammatical signals that can be used for the cause and effect pattern of idea development:
- Because, since, as, for, so that, thereby, consequently, thus, therefore, as a result
- Leading to, contributing to, resulting in, causing, bringing about
- If...then, the...the more/less...
- First/initially/originally...then/next/afterwards/subsequently...
- One cause/reason...another cause/reason...the effect/outcome is...
- Causes such as/including...effects such as/including...
- Contributing factors include...consequences involve/include...
-
English10 Appraise the unity of plot, setting.pptxIrishGaa1
This document discusses the key elements of plot, setting, and characterization that are important for achieving the writer's purpose in a story. It defines plot as the sequence of events, setting as where and when the story takes place, and characters as the people or animals in the story. The document also explains the five main stages of plot structure: exposition, rising action, climax, falling action, and resolution. Finally, it states that writers aim to relate a story, describe events, persuade readers, or inform/teach, and these purposes are reflected in their writing.
This document discusses various social, moral, and economic issues that can be topics of debate. It provides definitions of key terms like "issue" and categorizes different types of issues. Social issues influence societies as a whole and include problems like teenage pregnancy, child labor, and discrimination. Moral issues relate to beliefs about right and wrong, such as premarital sex and same-sex marriage. Economic issues concern the organization of money, industry, and trade in an area and include unemployment, poverty, and income inequality. The document provides examples to illustrate different types of issues and emphasizes that one issue can have social, moral, and economic aspects.
This document discusses different types of argumentative claims: claims of fact, claims of value, and claims of policy. It provides examples and definitions for each. The key differences are: claims of fact make assertions about objective truths and realities, claims of value make judgments about what is good or bad, and claims of policy propose actions that should or ought to be taken. Formulating strong arguments requires understanding these distinctions and using evidence and reasoning appropriate to the type of claim.
This lesson plan is for an English class in Madagascar on January 17th from 1-2 PM. The objectives are for students to discover how literature shows cooperation and responsibility through the Philippine epic "Ibalon." Students will analyze information from the epic, make inferences, and respond creatively. The lesson will involve motivating students with fictional characters, reading sections of the epic aloud and analyzing details, discussing the heroes and their qualities, and reflecting on what makes a hero. Students will demonstrate their understanding through online discussion posts about the epic's themes and how to apply the morals in real life. Their responses will be evaluated based on writing quality.
This document provides information on how to write an argumentative essay, including defining what an argument and argumentative essay are. It explains that an argumentative essay aims to persuade the audience of a claim through logical reasoning, examples, and evidence. Key elements that are discussed include choosing a topic and thesis, supporting an argument with facts, examples, and authorities, addressing counterarguments, organizing ideas into an outline, and considering the audience to make the argument effective. The document provides examples of useful sentence structures and emphasizes the importance of being respectful when arguing a position.
Martin Joos identified 5 styles of communication based on formality: intimate style is the most casual and used between close friends and family, casual style is used in informal conversations between friends and acquaintances, formal style uses prepared speeches without slang, consultative style uses shorter spontaneous sentences for discussions, and frozen style is the most formal such as for ceremonies and pledges.
This document discusses the consultative style of communication, which involves a more informal dialogue where speakers do not plan out what they will say and use shorter, more spontaneous sentences. It provides examples of situations that typically use consultative style, such as business transactions, doctor-patient conversations, student-teacher conversations, expert-apprentice discussions, and group discussions. An activity is proposed where groups create sample dialogues modeling these different examples of consultative communication.
The document discusses assertive behavior and provides tips for being more assertive. It defines assertive behavior as acting in one's own best interest without undue anxiety while respecting others. It notes that assertiveness reduces stress, improves decision making, and helps handle difficult people. Some assertiveness techniques discussed include using "I" statements, maintaining eye contact, speaking confidently, listening actively, and saying "no" directly but briefly. Fogging and inquiry techniques are also presented to respond to criticism assertively without being aggressive.
The document discusses the importance of communication skills for leadership. It provides tips for being a good listener, such as stopping to think about yourself and listening to understand the other person. The document also discusses barriers to clear communication like fear of judgment and wanting to be understood. Additionally, it provides guidance on showing genuine interest in others, avoiding unconscious judgements, speaking with clarity and creating trust through communication.
Activity - faulty logic, unsupported fact, or emotional appeal.PatrickDevera5
The statements claiming that cutting funding for public schools will improve education, that buying a lottery ticket guarantees winning, and that Spiderman is real contain faulty logic. The statements about the telephone company ad appealing to emotion, the fast food chain ad implying customers will reunite with past lovers, and a player being great just because their team is great rely on unsupported facts or emotional appeals rather than logical reasoning. The statement about doing well on a test because of seeing a movie beforehand commits the logical fallacy of post hoc ergo propter hoc, assuming correlation implies causation.
Compare and Contrast Similar Information Presented from Different Texts.pptxjoana386711
This document provides tips for comparing and contrasting information from different texts. It explains that comparing finds similarities while contrasting finds differences. It advises to look at topics, main ideas, supporting details, perspectives, themes, genres, authors' purpose and intended audience to identify similarities and differences across texts. The document aims to help readers develop higher-order thinking skills through comparative analysis.
I, (name), take you, (name), to be my wife/husband. I promise to be true to you in good times and in bad, in sickness and in health. I will love you and honor you all the days of my life.
This document provides an overview of moralist criticism as a type of literary critique. Moralist criticism judges the value of literature based on its moral lessons and ethical teachings. It praises works that encourage virtue and condemns those that misguide or corrupt. Key aspects moralist critics consider include a work's treatment of maturity, sincerity, honesty, sensitivity and courage. The approach began in ancient Greece with Plato arguing that literature and art could influence people for better or worse. Utilitarianism also advocates evaluating works based on whether they foster happiness or harm. The document encourages analyzing poetry like Robert Frost's "The Road Not Taken" from a moralist perspective.
This document discusses identifying and addressing bias and prejudice. It provides objectives for students to detect and show examples of bias and prejudice, perform related tasks, and express personal thoughts on the topics. The document then presents scenarios asking students to identify examples of bias and prejudice. It defines bias as favoring one thing over another unfairly and prejudice as an unfavorable pre-formed opinion. Students are asked questions about labeling and judging people. The document suggests activities like role-playing and creating art about bias and prejudice.
Use grammatical signals that indicate problem and solution.pptxMariaLuisaGangatInov1
This document provides information about an English class for grade 8 learners. It introduces the teacher, Maria Luisa G. Inovejas, and provides her contact information. It includes reminders about health protocols and what to do in emergencies. Various class activities are outlined, including comprehension questions about a paragraph on littering, identifying problems and solutions in pictures, and a group activity transcribing comic strips or rewriting a short story using grammatical signals for problem-solution text structure. Assessment criteria for writing tasks are also provided.
This document provides a daily lesson log for an English class that focuses on objectives, content, learning resources, and procedures for the week. The objectives are centered around composing and delivering an entertainment speech using effective paragraphs, grammatical signals, and appropriate prosody. The content examines stories from Thailand and Malaysia, idiomatic expressions, and bibliographic formatting. Learning resources include textbooks, worksheets, and online materials. The procedures outline daily activities like introducing topics, establishing purposes, practicing skills, finding applications, and evaluating learning. The goal is for students to transfer their learning by composing and delivering a creative speech.
Here are the key points about personal narratives:
- A personal narrative shares a meaningful event from the author's life. It allows the author to tell stories or share experiences.
- The narrative should have a clear point and focus on an event that reveals something about the author's personality or had an impact on their outlook. Examples include a learning experience, discovery, funny event, or lesson learned.
- When writing, the author should show the experience through describing what they saw, heard, smelled and felt, rather than just stating what happened. This helps the reader experience the event along with the author.
- The narrative is written from a first-person point of view since the author is the storyteller sharing their
There are 3 types of claims: claims of fact, which assert something exists/existed/will exist and can be proven true or false; claims of value, which make judgments about whether something is good/bad; and claims of policy, which assert what should/should not be done. Claims state positions, not questions, and are made against the status quo. The type of claim determines the focus and structure of the argument.
Here are some appropriate grammatical signals that can be used for the cause and effect pattern of idea development:
- Because, since, as, for, so that, thereby, consequently, thus, therefore, as a result
- Leading to, contributing to, resulting in, causing, bringing about
- If...then, the...the more/less...
- First/initially/originally...then/next/afterwards/subsequently...
- One cause/reason...another cause/reason...the effect/outcome is...
- Causes such as/including...effects such as/including...
- Contributing factors include...consequences involve/include...
-
English10 Appraise the unity of plot, setting.pptxIrishGaa1
This document discusses the key elements of plot, setting, and characterization that are important for achieving the writer's purpose in a story. It defines plot as the sequence of events, setting as where and when the story takes place, and characters as the people or animals in the story. The document also explains the five main stages of plot structure: exposition, rising action, climax, falling action, and resolution. Finally, it states that writers aim to relate a story, describe events, persuade readers, or inform/teach, and these purposes are reflected in their writing.
This document discusses various social, moral, and economic issues that can be topics of debate. It provides definitions of key terms like "issue" and categorizes different types of issues. Social issues influence societies as a whole and include problems like teenage pregnancy, child labor, and discrimination. Moral issues relate to beliefs about right and wrong, such as premarital sex and same-sex marriage. Economic issues concern the organization of money, industry, and trade in an area and include unemployment, poverty, and income inequality. The document provides examples to illustrate different types of issues and emphasizes that one issue can have social, moral, and economic aspects.
This document discusses different types of argumentative claims: claims of fact, claims of value, and claims of policy. It provides examples and definitions for each. The key differences are: claims of fact make assertions about objective truths and realities, claims of value make judgments about what is good or bad, and claims of policy propose actions that should or ought to be taken. Formulating strong arguments requires understanding these distinctions and using evidence and reasoning appropriate to the type of claim.
This lesson plan is for an English class in Madagascar on January 17th from 1-2 PM. The objectives are for students to discover how literature shows cooperation and responsibility through the Philippine epic "Ibalon." Students will analyze information from the epic, make inferences, and respond creatively. The lesson will involve motivating students with fictional characters, reading sections of the epic aloud and analyzing details, discussing the heroes and their qualities, and reflecting on what makes a hero. Students will demonstrate their understanding through online discussion posts about the epic's themes and how to apply the morals in real life. Their responses will be evaluated based on writing quality.
This document provides information on how to write an argumentative essay, including defining what an argument and argumentative essay are. It explains that an argumentative essay aims to persuade the audience of a claim through logical reasoning, examples, and evidence. Key elements that are discussed include choosing a topic and thesis, supporting an argument with facts, examples, and authorities, addressing counterarguments, organizing ideas into an outline, and considering the audience to make the argument effective. The document provides examples of useful sentence structures and emphasizes the importance of being respectful when arguing a position.
Martin Joos identified 5 styles of communication based on formality: intimate style is the most casual and used between close friends and family, casual style is used in informal conversations between friends and acquaintances, formal style uses prepared speeches without slang, consultative style uses shorter spontaneous sentences for discussions, and frozen style is the most formal such as for ceremonies and pledges.
This document discusses the consultative style of communication, which involves a more informal dialogue where speakers do not plan out what they will say and use shorter, more spontaneous sentences. It provides examples of situations that typically use consultative style, such as business transactions, doctor-patient conversations, student-teacher conversations, expert-apprentice discussions, and group discussions. An activity is proposed where groups create sample dialogues modeling these different examples of consultative communication.
The document discusses assertive behavior and provides tips for being more assertive. It defines assertive behavior as acting in one's own best interest without undue anxiety while respecting others. It notes that assertiveness reduces stress, improves decision making, and helps handle difficult people. Some assertiveness techniques discussed include using "I" statements, maintaining eye contact, speaking confidently, listening actively, and saying "no" directly but briefly. Fogging and inquiry techniques are also presented to respond to criticism assertively without being aggressive.
The document discusses the importance of communication skills for leadership. It provides tips for being a good listener, such as stopping to think about yourself and listening to understand the other person. The document also discusses barriers to clear communication like fear of judgment and wanting to be understood. Additionally, it provides guidance on showing genuine interest in others, avoiding unconscious judgements, speaking with clarity and creating trust through communication.
The document discusses assertiveness, including what it is, what it is not, barriers to assertiveness, and how to develop assertiveness skills. It provides information on aggressive versus assertive versus passive behaviors. It also outlines steps for learning assertiveness like projecting yourself into past situations, analyzing your reactions, and planning assertive responses. Communication tools like listening skills and asking clarifying and probing questions are addressed.
This presentation discusses empathy and conflict resolution. It defines empathy as feeling what another person is experiencing from their perspective while maintaining one's own identity. The document outlines factors that help and hinder empathy like trust and inattentiveness. It also describes four types of "empathy blockers" to avoid: domination, manipulation, disempowerment, and denial. Finally, it emphasizes responding thoughtfully to others rather than reacting automatically to open communication and build richer relationships.
John Beaver Interviewing Deceptive BehaviorJohn Beaver
The document discusses behavioral analysis techniques for observing verbal and non-verbal responses during interviews. It covers establishing rapport, identifying verbal betrayals like qualifying language, and analyzing physical betrayals such as eye movement patterns, hand gestures, and other body language cues that can indicate deception or stress. The goal is to systematically observe changes in behavior that provide meaningful insights.
The importance of communication, assertiveness and the different types of communication skills are well explained. Can be used for students and training programs.
This is a general overview of intercultural communication that helps to unveil the different aspects, background and skills to communicate effectively with different cultures
How to become an Effective and Impactful Communicator Saurabh Leekha
Do you feel you are not effective in communicating with people?
Do you feel you lose out as you are not able to make an impact?
Is your sales team not able to convert opportunities into orders?
Do you feel you are not able to connect with your team?
I have developed a short and crisp module which will help you become more effective in your conversations and get the desired results.
The idea is not to only tell "what to do" but also "how to do".
If you want a free copy then write "Yes" in the comments.
#linkedin #team #manager #headsales #entrepreneur #lnd #training #hr #customercare #coach #mentor #learninganddevelopment #skillenablement #sales #ceo #enterprise
The document discusses respectful communication during disagreements. It defines emotional intelligence as understanding, using, and managing emotions. Having high emotional intelligence helps build strong relationships and deal with difficult situations. The presentation provides lessons on respectfully disagreeing without being disagreeable, such as avoiding personal attacks, listening to others' perspectives, and staying calm. Specific tips are outlined, like using "I" statements to express feelings respectfully and focusing on ideas rather than putting people down. The importance of these skills is emphasized for both in-person and online interactions.
KW Inner Strength - Assertive and Effective Communication - SlideShare.pptxKarenWarren29
This presentation can help you to communicate assertively and effectively, particularly in a Team Leader or Line Manager role.
In a leadership role, you'll need to communicate effectively with people. We often get back what we give out so make your communication style positive and constructive to help define your expectations of people and to support them if they're struggling.
If you can make people feel safe, they'll usually tell you where they're at, and that can help you to develop effective work relationships and a proactive style of line management.
Our impact and influence are not usually about what we say, they're about how we say things. This presentation can help you to think about how you communicate in business to support individual and team success.
Here are some suggestions for handling unexpected situations that could occur during a presentation:
- If interrupted with a question, acknowledge the question politely, finish your current thought, then invite the person to hold their question until the Q&A portion.
- If a tornado warning sounds, remain calm and get guidance from event organizers on safety procedures. Keep audience informed of any delays or changes to the schedule.
- If a video fails to play, acknowledge the technical issue, summarize what was supposed to be covered in the video, and adapt your speech to fill the allotted time without the visual aid.
- For noise distractions, acknowledge but do not dwell on them. Speak louder if needed but maintain an engaging tone.
The document discusses various aspects of effective communication including the basic components, styles, barriers, and skills needed for good communication such as active listening. It emphasizes developing self-awareness, being sensitive to others, and focusing on issues rather than emotions when providing feedback or dealing with conflicts in order to improve communication outcomes.
The document discusses assertiveness and how to communicate effectively. It defines assertiveness as having the courage to express one's thoughts, feelings, and needs honestly. An assertive person is direct but also understands other perspectives. In contrast, aggressive people ignore others' views and passive-aggressive people manipulate covertly. The document provides tips for assertive behaviors, such as making requests using clear descriptions and expressions of feelings rather than accusations.
This document provides guidance on handling employee conflict and difficult situations with confidence. It defines conflict as an opposition between contradictory impulses. Conflict occurs when people perceive a threat to their needs due to a disagreement. In the workplace, conflict can arise from interpersonal differences, team issues, limited resources, and organizational structures and roles. If not resolved, conflict can lead to poor performance and low morale. The document outlines different conflict management styles like collaboration, compromise, avoidance, and competition. It emphasizes the importance of listening, reflecting, interpreting, summarizing, and asking questions to have honest conversations. Feedback should also engage the other person, unpack issues, facilitate learning, discuss options, and agree on actions. Dealing with difficult people requires
The document discusses effective communication and listening strategies. It provides guidelines for both verbal and nonverbal listening, such as maintaining eye contact, acknowledging what is said, and listening for underlying requests. Conflict resolution techniques are also presented, like stating problems openly, focusing on solutions, and committing to the relationship. Healthy relationship behaviors include telling the truth, supporting others, asking for help, and detaching yourself when needed. The overall message is that communication creates our social world and effective listening and relationships are important for success.
This document provides information on different persuasive techniques including persuading, complaining, demanding, apologizing, and interrupting. It defines each term and gives tips and strategies for how to effectively employ each technique. For persuading, it discusses the elements of ethos, logos, and pathos. For complaining, it offers advice on how to complain in person or over the phone. For demanding, it provides sample language constructions. For apologizing, it presents a formula for crafting apologies. And for interrupting, it lists different ways to interrupt someone respectfully. The document aims to teach readers how to skillfully navigate interpersonal interactions involving these common communication acts.
This document discusses assertive communication. Assertiveness is expressing yourself openly and honestly while respecting others. It falls between passive behavior, where one's needs are disregarded, and aggressive behavior, which undermines trust. Assertive communication takes practice and involves using open questions, focusing on facts over opinions, criticizing behaviors respectfully, making commitments clearly, and results in benefits like improved self-esteem and relationships.
Communicating assertively in_the_workplaceTuan A. Vu
The document provides guidance on communicating assertively in the workplace. It defines assertiveness as an attitude that respects one's own choices as well as others, seeking mutual understanding to find win-win solutions. The document offers tips for becoming more assertive, such as practicing positive body language, using "I" statements, asking open-ended questions, and giving feedback to improve communication styles. Common mistakes like being too aggressive or biting off more than one can handle are also addressed.
Davidson Alumni Webinar - Tough ConversationsMark S. Young
The PPT slide-deck from our Dec 1, 2015 alumni webinar facilitated by Lory Fischler, an expert on navigating critical conversations in the workplace and in our lives.
2. Effective Communication
1. Respectful
2. Fact-based
3. Well-thought out
4. Assertive, not aggressive
5. Genuine
3. Speakupforyourself
Assertiveness is a philosophy of respect – it is
not a formula for speaking
Expressing oneself assertively occurs:
Nonverbally
Verbally
Interactively
4. Nonverbal Aspects:
Areas on which to focus
Eye Contact
Voice Tone
Posture
Personal Space
Facial expression
Use of Gesture
5. Eye Contact
The nonassertive person uses very little eye
contact
The aggressive person never drops eye contact
The assertive person uses direct eye contact
about 50 % of the time
6. Voice Tone
Nonassertive: Too soft, hard to hear
Aggressive: Too loud
Assertive: Well-modulated tone of
voice
Caution: Letting your voice rise at the
end of a sentence interjects a note of
uncertainty and implies that you are asking the
other person, rather than telling him/her
7. Posture
Nonassertive person: Folds into themselves
and makes themselves small. Fidgets
Aggressive person: Confrontive. Stands up
and leans into the other person’s space
Assertive person: Stands up straight and tall
8. Position and Space
Respect means keeping on the same level
Sit when other is seated,
Stand when other is standing
Stay about arm’s length apart
Standing or sitting at an angle allows each
person to escape
9. Facial Expression
Facial expression should reflect the emotion
you are expressing
“I am angry” requires a serious expression
“I am delighted” requires a happy expression
10. Gestures:
Notice these gestures
Hands on hips: aggressive
Nodding head “yes”
Pointing with pen in aggressive gesture
Clenching fist
Shaking head “no”
11. Effective Verbal
Communication
Nonverbal is the foundation – now
let’s look at effective verbal
communication
12. Good Assertive Listening
Nonverbal Listening
Verbal Responsive Listening
Restatement
Reflection
Clarification
Good Listening results in helpful free Information
Note: If you are thinking about what you are going to say next, you are NOT
listening
13. Nonverbal Listening
Nod your head to indicate that you are
listening
Lean in toward the other person to indicate that
you are attending to him/her
Make sounds like, “Oh,” or “Um-hmmm” or “I
see what you are saying,” to indicate that you
are paying attention
14. Restatement, Reflection, Clarificatio
n
Restatement:
Say back to the other person what you have heard him/her
say to you
Reflection:
Indicate what you both saw, heard and interpreted when
he/she spoke
Clarification:
Ask speaker to be more definite about a point or to clear up
an assumption you are making or a conclusion you are
drawing.
15. Free Information
Listen for information that the person shares in
the process of making a point.
Example:
Speaker: When I was teaching school, I remember
how hard it was to figure percentages
Free information: Speaker was a teacher; Speaker
may have a hard time with math
16. Elements of Assertive
Communication
Soft Assertion
Basic Assertion
Empathic Assertion
Escalating Assertion
Confrontive Assertion
17. Soft Assertion
A soft assertion is a statement that does not
require anything of the listener
A compliment is a soft assertion because you can
or cannot respond; you can throw the compliment
away (“Oh, this old thing!”) or you can
say, “Thank you.”
A shirt that has a message on it such as “Save the
Whales” is a soft assertion because you do not
have to respond, but you get the stand the person is
taking when you read the shirt
18. Basic Assertion
A Basic Assertion is a simple statement of
what you want or don’t want to happen
“I would like to go to a movie tonight.”
“I don’t want to have to drive carpool today.”
The Basic Assertion is strengthened by its simplicity.
Too much detail or explanation complicates the
request or stand you take.
19. Empathic Assertion
The Empathic Assertion is the most effective
assertive statement one can make
The empathic assertion attempts to imagine how
the other person may be thinking or feeling before
you make a basic assertion:
“I imagine you may be feeling frustrated with the lack
of deadlines for this project, but I want us to get
everything right before we set an endpoint.”
“If I were you, I’d want to avoid talking about this, but
I’d like to discuss how to parent our 2 year old when
he/she has a temper tantrum.”
20. Escalating Assertion
The Escalating Assertion has a consequence
attached to it.
“If you come in after midnight one more time, I’ll
take away your car.”
“If you get this grant funded, I’ll make sure you
get a raise in your next review.”
21. Confrontive Assertion
A Confrontive Assertion is a statement made
when an agreement has been violated
“We agreed that you would take out the trash
every Tuesday in order to earn your allowance. It
is Wednesday and you didn’t take out the trash
yesterday. Consequently, I won’t be giving you
your allowance this week.”
22. Taking Responsibility
A Negative Assertion is assertively accepting a
mistake that you have made. When George
Washington said, “I’m sorry, Dad, I chopped down
the cherry tree,” he was making a negative assertion.
When it’s difficult for someone to say, “I’m sorry,”
they sometimes avoid the negative assertion in a way
that hurts the other person:
“I’m sorry you feel that way
“I didn’t mean to hurt your feelings
I’m sorry I did it, but if you hadn’t……then it never would have
happened.
23. Good Communication is
NOT Adversarial
Connection is the cornerstone of good
communication
Connection requires empathy with the other
person
Empathy requires imagining what it is like to
be the other person and fashioning your
statements with their feelings in mind
24. Assertive Negotiation
Identify the problem
Listen assertively
Brainstorm ideas
Pick a solution to try
Make a contract
Try out the solution with limits
Examine and look for problems in the contract
25. Follow-up in Effective Negotiation
Make a contract
Plan a follow-up
Discuss pluses and minuses
Make adjustments
Plan another follow-up
26. The Power of Saying “No”
Unassertive “No” is accompanied by weak
excuses and rationalizations
Aggressive “No” is done with contempt
Assertive “No” is simple and direct
27. Strategies for saying “No”
It’s OK to ask for time to “think it over”
Shake your head “No” as you say, “No”
It’s honorable and authentic to say “No”
If you say, “Yes,” when you want to
say, “No,” you’ll resent what you agreed to do
Use an empathic response
Start your sentence with the word “No”
28. Effective Communication
Notice nonverbal language in yourself and others
Choose your words with thought and care
Make assertive statements that are simple and direct
Negotiate with respect and make a follow-up plan
Use your assertiveness skills to set limits, say “No,”
and to move in the direction of what you want
29. Linda D Tillman, PhD
1904 Monroe Dr. NE, Suite 200
Atlanta, Ga 30324-4860
404-873-5503 ext. 17
Explore our website:
www.speakupforyourself.com and learn even
more about assertiveness
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