Functions of communication
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The document discusses various functions and aspects of communication including regulation and control in communication, the importance of social interaction and emotional expression, different types of motivation related to communication like positive motivation and different forms of negative motivation including communication apprehension, context apprehension, social anxiety, and shyness. It also provides examples of teacher-student conversations that demonstrate communication and examples of videos that show different purposes of communication like asking and receiving information, being persuasive, sharing information, and emotional expression.
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The document discusses the importance of communication for engineers. It provides three key points about communication: 1) Communication is essential for personal and career success, 2) Effective communication does not require perfect sentences but simple clarity, 3) Communication provides information for decision-making, motivation, control, and managing emotions in an organization. The document then outlines the communication process and forms of communication including nonverbal cues, barriers to communication, and techniques for different types of communication within an organization.
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The document discusses the functions of communication, including informing to disseminate information, social interaction, control and regulation such as using commands to stop or go, emotional expression, and motivation. It also contains sections on analogies, group work rubrics, and assignments evaluating functions of language.
Oral Communication in Context Quarter 1 Week 1 Lesson 1.pptx
Oral Communication in Context
Grade 11 Senior High School
English 11
Quarter 1 Week 1 Module 1
Topic: Nature and Process of Communication
Most Essential Learning Competency:
Explains the functions, nature, and process of communication EN11/12OC-Ia-2
Specific Objectives:
After going through this Learning Activity Sheet, the students are expected to:
1. explain the nature and process of communication;
2. recognize the relationship of the functions of communication to everyday life; and
3. illustrate the process of communication
Edgar Johnson states, “The seeds of knowledge may be planted in solitude but must be cultivated in public.”
Oral Communication is an integral part of Oral History, hence, it is essential to indicate its basic rules and significance by making two points that highlight the importance of communication as an integral part of every person’s past, present, and future. (Stiegelbauer & Tirban, 2012)
Oral communication is communicating with spoken words. It's a verbal form of communication where you communicate your thoughts, present ideas, and share information. Examples of oral communication are conversations with friends, family, or colleagues, presentations, and speeches. (Harappa.edu, 2020)
2. various models of communication and unique features of communication
Learning competencies in Day 2 lessons- Differentiate various models of communication and distinguish the unique features of communication. it also has an activity for the learners.
6. watches and listens to sample oral communication activities and ascertain ...
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This document discusses types of speeches and speech delivery. There are three main types of speeches according to purpose: informative, which provides understanding of a concept; entertainment, which aims to entertain the audience; and persuasive, which seeks to influence ideas or decisions. There are four types of speeches according to delivery: extemporaneous uses limited preparation; impromptu is unrehearsed; manuscript is read from writing; and memorized is recited from memory. The document also lists nine physical features important for an effective speaker: appearance, movement, posture, facial expressions, eye contact, volume, articulation, time, and language.
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Oral Communication in Context
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Most Essential Learning Competency:
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After going through this Learning Activity Sheet, the students are expected to:
1. explain the nature and process of communication;
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Edgar Johnson states, “The seeds of knowledge may be planted in solitude but must be cultivated in public.”
Oral Communication is an integral part of Oral History, hence, it is essential to indicate its basic rules and significance by making two points that highlight the importance of communication as an integral part of every person’s past, present, and future. (Stiegelbauer & Tirban, 2012)
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6. watches and listens to sample oral communication activities and ascertain ...
3. Watches and listens to sample oral communication activities.
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This document discusses individual differences in personality and ability. It defines personality as patterns of thinking, feeling and behaving that are relatively stable over time. It describes the Big Five model of personality - extraversion, neuroticism, agreeableness, conscientiousness and openness to experience. It also discusses Type A and Type B personality types. The document defines ability as what a person is capable of doing, including cognitive, physical, motor and emotional abilities. It provides examples of cognitive abilities and discusses the determinants of cognitive and physical abilities. Finally, it defines emotional intelligence as understanding one's own and others' emotions.
Lesson 2.ppt
The document discusses the functions of communication, including providing information, motivation, regulation or control, emotional expression, and social interaction. It defines each function and provides examples. The document also covers forms of nonverbal communication like kinesics, oculesics, haptics, vocalics, proxemics, and chronemics.
Comm skills1
This document provides an introduction to a lesson on communication skills for healthcare providers. It covers key vocabulary words used in healthcare, the importance of communication skills like listening, speaking, writing and body language. It also discusses the three parts of the communication process - the sender, the message, and the receiver. Later sections provide examples and skills checks to practice effective listening, speaking, writing and understanding nonverbal communication.
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This document provides information about social influence and conducting a mini-survey on Filipino relationships. It defines social influence as a change in behavior caused by other people that helps or hinders social roles. There are three categories of social influence: conformity, compliance, and obedience. The document also defines social relationships and provides examples of family, friend, and community relationships for Filipinos. It explains that a mini-survey is a focused data collection tool used to gather information from a small sample. Steps for writing a mini-survey are outlined, including clarifying objectives, researching previous surveys, choosing respondents, and developing good questions.
Self
This document contains a student's journal entries for a social psychology course. The entries discuss various concepts from the course, including self-serving bias, motivation, attitude formation, social facilitation, and social loafing. The student provides personal examples for each concept, such as blaming teammates for failures but taking credit for successes (self-serving bias), being motivated to finish assignments early for relaxation rather than rewards (motivation), helping a friend in need based on feelings of worry and a desire to be caring (attitude formation), feeling more engaged when with a girlfriend due to social facilitation, and feeling like they contributed less to group projects when others were absent (social loafing).
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The document discusses common causes and triggers of challenging behavior in students, including seeking attention, control, avoidance, pleasure, or needing to communicate an discomfort or need. It provides examples of triggers like being asked to do something, being told no, exposure to certain people or activities, boredom, or being ignored. The document then prompts reviewing case studies of challenging behaviors and considering how to address them differently to improve outcomes.
Bullying has become increasingly problematic for school aged childre.pdf
Bullying has become increasingly problematic for school aged children. Describe the different
types of bullying as well as the characteristics of a bully. What are the consequences for the
victim of bullying? How will this affect their social development? Finally, in addition to the tips
in the textbook, brainstorm some ideas for reducing bullying in schools. Bullying has become
increasingly problematic for school aged children. Describe the different types of bullying as
well as the characteristics of a bully. What are the consequences for the victim of bullying? How
will this affect their social development? Finally, in addition to the tips in the textbook,
brainstorm some ideas for reducing bullying in schools.
Solution
Answer-
Bullying is a aggressive behavior among school aged kids that involves an imbalance of
power.The behavior of being aggressive can be repeated over time and may become a serious
and long lasting problem.
characteristic of bully -
Some common characteristics of children who are bully.
1) Impulsive
2)anger management problem
3)tries to control other people by criticizing then rather than inspiring others.
4) Easily frustrated and annoyed
Types of bullying-
There are 3 types of bullying-
1) verbal bullying- verbal bullying includes teasing, name-calling, inappropriate sexual
comments, taunting, threatening to cause harm.
2) social bullying- Social bullying involves hurting someone\'s relationship and reputation by
various means like embarrassing someone in public,leave someone out on purpose, spreading
rumors about someone,telling other children not to be friend with someone.
3) physical bullying-It involves hurting someone\'s body on purpose.it includes hitting, kicking,
pinching,pushing , tripping,taking or breaking someone\'s things .
Consequences for the victim of bullying-
1)suffer more psychological stress- bully victims suffer more imotional and psychological stress
.They also suffer from lonelyness, anxiety,and depression.
2)Have trouble fitting in-Bully victim have harder time In social places than lonelyness.They are
less cooperative and less sociable than other children around them.They have very few friends or
same time no friend at all.
3) struggle in school- Bully victim feel unsafe in school and struggle to follow rules of school.
4) Bully victim can not manage their emotions.
5) Bully victim respond aggressively on any dress.
Bullying behavior affect social development of children in many way - such children can not
make friends and thus feel unsafe on every time whenever the come in contact with others. They
can not learn to sharing things and thoughts with others.as they behave aggressively on sharing
things.such children always suffer lack of confidence to express themselves.They avoid team
work as they feel unsafe and poor .
Ideas for reducing bullying in school-
Whether we are educator or parant we can take some following steps to reduce bullying in
school-
1)pay attention on child and belongings - .
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Functions of communication
- 1. FUNCTIONS OF COMMUNICATION Prepared by China Kinski E.Velasco
- 2. ACTIVITY 1. Tell the news to a friend that his/her boyfriend/girlfriend met an accident. 2. Convince somebody to join a beauty pageant. 3. Tell your friend that his outfit looks too bad.
- 3. Was it easy to express what you wanted to say? Why?
- 4. 1.Regulation/Control in Communication ■The regulation of self by others (a person is being controlled by others) ■The regulation of self by self (a person is controlling himself/herself) ■The regulation of others by self (a person is controlling others)
- 5. 2.Social Interaction and Emotional Expression ■ Lack of Emotional expression provides others with less information on their mental state and receives less social interactions. For example: A depressed person smiles less which may elicit anxiety or misunderstanding from others. ■ Lack of perception of emotion can be a problem to social interaction. Insensitivity to other’s feelings may elicit lack of concern to social relationship.
- 6. 3. Communication and Motivation ■Positive Motivation ■Negative Motivation
- 7. 3. Communication and Motivation ■ Types of Negative Motivation 1. Communication apprehension *Common signs of apprehension are shaky hands, sweaty palm or a feeling of upset stomach. 2. Context apprehension *Anxiety of communicating in a particular context such as interpersonal, small group or public speaking.
- 8. 3.Communication and Motivation ■Social anxiety ■Shyness ■Public speaking anxiety
- 9. 4. Communication and Information ■They are social construction. ■They share common concepts. ■They form dual aspects of a broader observable fact.
- 10. Example 1: Teacher-Student Conversation Student: Ma’am, where is the table of Miss Gutierrez? Teacher: It’s over there. What do you need from her? Student: yellow folder Teacher: OK, just find it on her table. Be careful not to disarrange her things. Student:Yes ma’am. (Student leaves)
- 11. Example 2: Teacher-Student Conversation Student: Excuse me ma’am. May I know where is the table of Miss Gutierrez? Teacher: It’s over there. What do you need from her? Student: She sent me to find her yellow folder ma’am. Teacher: OK, just find it on her table. Be careful not to disarrange her things. Student:Yes ma’am.Thanks (Student leaves)
- 12. ACTIVITY 1.Watch and listen to four videos. -Observe the purposes/functions of communications. 2. Observe how the communicators get meanings across as effectively as possible. 3. Observe their difficulties in achieving effective communication.
- 15. Information
- 21. Video 1 (Asking & Receiving Information) • Be polite Video 2 (P) GettingWhat you Want • Maintain the conversation • Be considerate • Focus on your goal • Listen/consider suggestions
- 22. Video 3 (I) • Be accurate • Articulate clearly what you want to say Video 4 (E) • Start with an appreciation of the good points of the person • Articulate clearly • Be honest & sincere (Empathize-Feel what you say) • Be calm