Positive and Supportive Communication
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This document discusses positive and supportive communication in tutoring relationships. It outlines Jack Gibb's model of defensive versus supportive communication strategies. Defensive communication aims to manipulate and distort messages, creating distance between parties. Supportive communication promotes understanding through description, problem orientation, spontaneity, empathy, equality, provisionalism. The document encourages tutors to use supportive language to improve the learning environment and communication climate for students.
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This document discusses effective communication skills. It defines communication, outlines the communication process, and describes key components like the sender, receiver, message, and feedback. It also discusses active listening, different communication styles assessed by the DiSC model (Dominance, Influence, Steadiness, Conscientious), and tips for communicating effectively with each style.
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This document discusses communication skills and the communication process. It defines communication as the transmission of a message from a sender to a receiver in an understandable manner. It notes that communication is successful when both parties understand the same information. It also discusses verbal and non-verbal communication, barriers to communication, principles of effective communication, and tips for good communication skills.
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Communication is the sharing of information between individuals or groups to reach a common understanding. There are formal and informal styles of communication that are each appropriate depending on the situation. Formal communication follows official rules and includes downward, upward, and horizontal messages within an organization. Informal communication occurs spontaneously between people of varying statuses and helps indicate employee concerns and satisfaction. Both formal and informal communication are necessary for effective information sharing in organizations.
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The document discusses communication skills and body language. It defines communication as the conveying of information through various means such as speech, writing, signals and behavior. It outlines the importance of developing good communication skills like using appropriate body language, vocabulary, tone of voice and listening skills. It also discusses the different types of communication and barriers to effective communication. A key section explores body language in detail, stating that 55% of communication is non-verbal. It examines various body language signals including eye contact, hand gestures, leg positioning and more, and how they communicate different meanings. The document emphasizes the importance of body language in communication.
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This document discusses communication skills and the communication process. It defines communication as the transmission of a message from a sender to a receiver in an understandable manner. It notes that communication is successful when both parties understand the same information. It also discusses verbal and non-verbal communication, barriers to communication, principles of effective communication, and tips for good communication skills.
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7. Conflict Resolution Styles
8.How to achieve win-win out comes?
I hope this presentation is helpful to you! :)
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Levels of communication
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This document discusses communication, communication skills, and the communication process. It defines communication as transmitting information from one person to another without alteration and involves the exchange and development of ideas. It describes communication skills as the tools used for effective communication despite differences in culture, language, age, experience, and styles. The communication process is explained as involving six components: a sender who creates a message, encoding to convert the message, a message being communicated, a channel or method of transmission, decoding by the receiver, and feedback from the receiver to the sender.
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1. The document discusses Jack Gibb's theory of defensive and supportive communication behaviors that can alter a communication climate from negative and defensive to positive and open.
2. Gibb identified six defensive behaviors - evaluation, control, strategy, neutrality, superiority, and certainty - and six supportive behaviors - description, problem orientation, spontaneity, empathy, equality, and provisionalism.
3. Using supportive behaviors that confirm the other person, show concern for their feelings, and acknowledge uncertainty can help create a more positive communication climate where people feel free to open up.
Communication%20 climate[1]
This document discusses communication climate and how it impacts groups. It defines two types of climates - supportive and defensive. A supportive climate makes group members feel valued and encourages open sharing, while a defensive climate has the opposite effect.
The document outlines six dimensions that establish a supportive climate, including description over evaluation, problem orientation over control, and equality over superiority. It also describes seven types of disconfirming messages that characterize a defensive climate, such as being impervious, interrupting, or giving ambiguous responses.
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Communication is a process of passing information and understanding from one person to another. Watch this presentation on basic elements of communication. Soumit Ranjan Jena
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The Art of Effective Communication
A guide to the basics of effective communication. Creating a 15-second description of your business. Developing a long, cohesive description of your business following the Who, What, When, Where, Why and How model. Tailoring your message to your target audiences and target market.
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Communication involves the sharing of meaning through symbolic cues. There are four main types of communication: intrapersonal, interpersonal, public, and mass communication. Intrapersonal communication refers to how we communicate with ourselves through self-talk, thinking, dreaming, praying, and meditation. Interpersonal communication occurs between people through verbal and non-verbal messages and involves areas like listening, negotiation, problem-solving, decision making, and assertiveness. Public communication refers to speeches delivered to audiences to entertain, persuade, or inform. Mass communication uses various media technologies to communicate with large audiences.
Social Communication
Social communication refers to the sharing of information, ideas, and personal viewpoints between individuals. It can be formal in organizational settings where people discuss work-related topics, or informal where people freely share views on any subject of interest. The advantages of social communication include enjoying conversation, sharing viewpoints, learning new things, and getting fresh information by reaching a wide audience. However, disadvantages include possible debates, leakage of personal information, fraud, confusion of viewpoints, and reputation damage. Social media platforms that enable social communication include meetings, social networks, email, phone, blogs, group discussions, and get-togethers.
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In this presentation we will cover -
1. What is conflict?
2. Sources of Conflict
3.Symptoms of conflict
4. Levels of Conflict
5.Stages of conflict
6.Conflict Thoughts
7. Conflict Resolution Styles
8.How to achieve win-win out comes?
I hope this presentation is helpful to you! :)
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This document discusses different types of communication. It begins by defining communication and identifying that languages are codes for communication. There are two main types of communication discussed - verbal and non-verbal. Verbal communication can be formal or informal, with formal including downward communication from higher to lower levels and upward from lower to higher levels. Informal communication includes lateral communication between peers and diagonal communication across departments. Non-verbal communication conveys messages through body language, proximity, paralanguage, signs and symbols. Barriers to effective communication are also outlined, including semantic, organizational, interpersonal, individual, cross-cultural and technical barriers. Overcoming barriers involves fostering relationships, clear focused messaging, coordination, avoiding jargon, feedback and
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The document discusses the importance of effective communication and listening skills, outlining various barriers to communication like noise, language problems, non-verbal distractions, and faking attention that can hamper the listening process, as well as providing tips on improving listening abilities such as increasing your listening span and focusing on fully understanding the speaker's message rather than just the words.
Conflict management
Conflict is inevitable in workplaces where people have different perspectives and values. There are various stages of conflict from latent to open conflict. Conflict management involves skills like conflict resolution, self-awareness, and communication to de-escalate conflicts. Common causes of workplace conflicts include poor communication, insufficient resources, personality clashes, and leadership problems. Managing conflicts effectively requires addressing issues, building relationships, training, and procedures.
Interpersonal communication
This document defines and discusses interpersonal communication. It begins by defining interpersonal communication as occurring between two people on a personal level, including both verbal and nonverbal communication. It then outlines Lasswell's model of communication which identifies the sender, message, channel, receiver, and feedback. Four principles of interpersonal communication are discussed: it is inescapable, irreversible, complicated, and contextual. Barriers to interpersonal communication like filtering, emotions, information overload, and defensiveness are identified. The document concludes by discussing universals of interpersonal communication, its importance, and axioms like its inevitability and irreversibility.
Levels of communication
There are five levels of communication: extra personal, interpersonal, intrapersonal, organizational, and mass communication. Extra personal communication is between humans and non-humans, like a pet responding to its owner. Interpersonal communication is between two or more people, taking up half of working time on average. Intrapersonal communication is internal thoughts and processing of messages by an individual. Organizational communication can be inter-operational within a group, external with outside groups, personal incidental exchanges, or mass communication using mediums like TV and newspapers to reach a large audience.
Effective communication
This document discusses communication, communication skills, and the communication process. It defines communication as transmitting information from one person to another without alteration and involves the exchange and development of ideas. It describes communication skills as the tools used for effective communication despite differences in culture, language, age, experience, and styles. The communication process is explained as involving six components: a sender who creates a message, encoding to convert the message, a message being communicated, a channel or method of transmission, decoding by the receiver, and feedback from the receiver to the sender.
Interpersonal skills
This document discusses interpersonal skills, which are skills used to interact and communicate with other people. It defines interpersonal skills and provides examples like verbal communication, listening, negotiation, and assertiveness. The document also discusses developing interpersonal skills through improving communication, listening, understanding others, and working in groups. Finally, it notes that interpersonal skills are important for work environments and provides sample interview questions about demonstrating interpersonal skills.
Conflict management mmmt
This document provides an overview of conflict management. It defines conflict and discusses conflict management, which aims to limit negative aspects of conflict while increasing positive outcomes. The document outlines various characteristics, types, indicators, and reasons for conflict. It then describes several techniques for managing conflict, including competing, collaborating, withdrawing, accommodating, compromising, and the A-E-I-O-U model. Advantages and disadvantages of different conflict management strategies are also presented.
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Discourse analysis session 10 and 11 _ 05_12_2021 Pragmatics and discourse an...
Discourse analysis session 10 and 11 _ 05_12_2021 Pragmatics and discourse an...Dr.Badriya Al Mamari
This document outlines the topics that will be covered in sessions 10 and 11 of a Discourse Analysis course. Session 10 will cover discourse and pragmatics, including what pragmatics is, the relationship between language, context and discourse, and speech acts and discourse. Session 11 will focus on politeness, including politeness strategies, how politeness varies across cultures and gender, and how failures in cross-cultural politeness can inhibit communication. The course is taught by Dr. Badriya Al Mamari during the 2021/2022 academic year for English Language and Literature majors.Personality As An Individual Difference
This document discusses research on the relationship between introversion/extroversion and second language acquisition. It describes key dimensions of personality, including introversion/extroversion, and how they are measured. Introverts are described as quiet, preferring solitary activities like reading, while extroverts are sociable and enjoy excitement. The document reviews hypotheses that introverts may be better at developing cognitive academic skills while extroverts may more easily acquire basic interpersonal communication skills, due to their tendencies. It summarizes a study supporting this for extroversion and notes calls for more research exploring these relationships under different instructional conditions.
Personality As An Individual Difference
This document discusses research on the relationship between introversion/extroversion and second language acquisition. It describes key dimensions of personality, including introversion/extroversion, and defines the qualities of introverts and extroverts. The document reviews two hypotheses - that introverts may be better at developing cognitive academic language proficiency while extroverts may be better at developing basic interpersonal communication skills. It summarizes a small-scale study supporting the second hypothesis and conclusions from Rod Ellis that while extroversion links to BICS acquisition, there is no clear evidence introversion benefits CALP development.
Rod Ellis Extro.Intro
This document discusses research on the relationship between learner personality traits of introversion/extroversion and second language acquisition. It describes key dimensions of personality including introversion/extroversion. Introverts prefer solitary activities while extroverts enjoy social interaction. Studies have looked at how these traits may affect acquiring basic interpersonal skills versus cognitive academic skills, but the research provides no clear support for these hypotheses. Better research designs are suggested to explore how personality interacts with learning under different instructional conditions.
Rod Ellis Extro
This document discusses research on the relationship between learner personality traits of introversion/extroversion and second language acquisition. It describes key dimensions of personality including introversion/extroversion. Introverts are described as quiet, preferring reading over social interaction, while extroverts are sociable, outgoing risk-takers who enjoy excitement. The document reviews studies exploring links between introversion and stronger academic language skills and between extroversion and stronger basic interpersonal communication skills in language learning. However, the evidence is mixed and effects may depend on specific learning contexts. More research is needed using varied methods and conditions.
Extroversion Introversion
This document discusses research on the relationship between learner personality traits of introversion/extroversion and second language acquisition. It describes key dimensions of personality including introversion/extroversion. Introverts prefer solitary activities while extroverts enjoy social interaction. Studies have looked at how these traits may affect acquiring basic interpersonal skills versus cognitive academic skills, but the evidence is mixed and may depend on learning contexts. More research is needed that directly observes learners across different instructional conditions.
Extroversion Introversion
This document discusses research on the relationship between learner personality traits of introversion/extroversion and second language acquisition. It describes key dimensions of personality including introversion/extroversion. Introverts prefer solitary activities while extroverts enjoy social interaction. Studies have looked at how these traits may affect acquiring basic interpersonal skills versus cognitive academic skills, but the research provides no clear support for these hypotheses. Better research designs are suggested to explore how personality interacts with learning under different instructional conditions.
Effective TeachingThoughts about Teaching from Hia.docx
Effective Teaching
Thoughts about Teaching from Hiam Ginott
“I’ve come to the frightening conclusion
that I am the decisive element in the
classroom. It’s my personal approach that
creates the climate. It’s my daily mood
that makes the weather….
As a teacher I have a tremendous power to
make a child’s life miserable or joyous. I can
be a tool of torture or and instrument of
inspiration. I can humiliate or humor, hurt or
heal…..
In all situations, it is my response that
decides whether a crisis will be escalated or
de-escalated and a child humanized or
dehumized.”
How does the state of California describe an effective teacher?
Teaching Performance ExpectationsMaking subject matter comprehensibleAssessing student learningEngaging and supporting students in learningPlanning instruction and designing learning experiencesCreating and maintaining effective environmentsDeveloping as a professional
How do Ryan and Cooper describe an Effective Teacher?
Attitudes That Foster LearningKnowledge of Subject Matter to be TaughtTheoretical Knowledge about Learning and Human BehaviorPersonal Practical KnowledgeSkills of Teaching
Compare and ContrastWhat do these views on effective teaching have in common?How are they different?
Can You See Me Now? Deaf American
By Stefany Anne Golberg
1. Thesis:
A- being deaf is not the inability to hear but rather the ability to perceive in different way from
hearing
B- it is direct
C yes I agree, since the author expresses that being a deef person is only handicap of hearing not
inability of figure out how to live like ordinary individual or better.
2. Supporting Arguments:
A. What are the main arguments or supporting “definitions”? (There may be several:
provide minimum 4)
i). Being deaf is not the inability to hear but rather the ability to perceive life in a different way
from hearing people.
ii). …if one accepts the argument that Deaf is an ethnicity, aren’t plans to eradicate it to be seen
as an act of genocide? And even if Deafness is a choice, does this make it any less valid than,
say, Judaism? Many of the qualities we hold inviolable, as true to our identities, to our
“ethnicities,” are mutable, after all.
iii). Deaf identity is based not on religion, race, or class, say the authors, but “there is no more
authentic expression of an ethnic group than its language.” And language is the core of American
Deaf life.
iv). Recognizing signals as sound is not a restoration of complete hearing capacity, but cochlear
implants do seem to help those who want to better perceive sound, as well as increase their
ability to communicate orally.
B. Are these arguments or definitions persuasive? Why or why not?
Yes. The arguments try to compare because they try to provide exact solutions to a long time
problem. Each argument ends in a manner that one can also provide further description or raise
questions. For instance, argument number (ii) above, .
School Communication
A powerpoint I created as an assignment. It has transitions and animations; since it took a while to create, I thought someone might actually use it.
IATEFL LASIG Conference Presentation
The document discusses analyzing rapport-building discourse functions in language advising sessions. It provides background on studies related to learner autonomy and language advising. The purpose is to examine how language advisors build rapport and identify strategies used. Research questions ask how rapport is built and what strategies are applied. The significance is that it provides information on language used to establish rapport.
Personality and language learning
This document discusses several key concepts in psycholinguistics and language acquisition, including:
1. The affective domain and how it relates to successful language learning alongside the cognitive domain.
2. Egosentric factors like self-esteem and inhibition that can impact language acquisition.
3. Transactional factors such as empathy, extroversion, and aggression and their roles in social interactions important for language learning.
4. Theories of motivation including basic human needs/drives and instrumental vs. integrative motivation.
The document provides an overview of these important psychological and social factors in understanding second language acquisition.
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
GED 2- L1.pptx- COMMUNICATION SKILLS BSE
Here are some potential slogans your group could create about the communication process and effective communication:
- Communication Connects Us - Share, Listen, Understand
- Communicate with Care, Clarity and Compassion
- Effective Communication: Listen First, Speak Second
- Break Down Barriers, Build Up Understanding
- Communication is a Two-Way Street - Speak and Listen with Respect
- Clear Communication Clears Confusion
- Choose Your Words Wisely - Communicate to Relate
- Communication Opens Doors - Knock, Then Enter the Conversation
Principles of supportive communication
This document defines supportive communication and outlines its principles. Supportive communication aims to preserve relationships even when correcting mistakes, and results in better understanding. It discusses five types of social support that have been studied in relation to supportive communication: emotional, esteem, network, informational, and tangible support.
Eight principles of supportive communication are described: being problem-oriented rather than blaming, using descriptive rather than evaluative language, communicating congruently, validating others, providing specific rather than general feedback, asking conjunctive questions, engaging in two-way listening and communication, and avoiding judgment. The document concludes that following these principles strengthens communication and supports organizational productivity and growth.
Lesson 2 Process of Communication.pptx
Communication is a process that involves a sender transmitting a message to a receiver through a channel. It includes seven components: the sender, receiver, message, channel, context, noise, and feedback. The sender encodes an idea or message and the receiver decodes it. For communication to be successful, the message must be understood within the proper context with minimal interference from noise. Feedback from the receiver informs the sender if the message was received as intended.
Types of speech context and oratory parts
1. Intrapersonal communication refers to communication within oneself through thinking and self-reflection. Examples include privately analyzing why someone spoke to you or feeling happy about receiving praise from a teacher.
2. Interpersonal communication occurs between two or more people and establishes personal relationships. It can take place in dyads, small groups, public speaking, or mass communication through media. Small group communication involves 3-12 people discussing ideas to achieve a goal, while public speaking requires delivering a message to a larger audience.
importance of academic communication .pptx
This document provides an introduction to academic communication. It discusses why communication is important, such as for success, relationships, innovation and team effectiveness. It defines communication as "the process of understanding and sharing meaning". There are eight essential components of communication including the source, message, channel, receiver, feedback and context. Different types of communication are explored such as intrapersonal, interpersonal, group, public and mass communication. Responsibilities of communicators are outlined. Language and its role in communication is examined along with obstacles like cliches, jargon, and prejudiced language.
Cultural Country Profiles and their Applicability for Conflict Prevention and...
This document discusses cultural conflicts that arose in an experimental university course with a blended learning design and student-centered approach. Students of various cultural backgrounds were divided into large groups to complete projects. Conflicts emerged regarding communication styles, task distribution, and expectations of instruction. The authors analyze if cultural profiles from their Learning Culture Survey could have helped prevent some conflicts by sensitizing students and instructors to cultural differences in educational settings. The profiles aim to foster understanding and reduce misunderstandings between cultures represented in international education.
English 10.docx
1. The document discusses the language used in research, advocacy, and campaigns. Research uses literal language to precisely describe ideas and present findings, while advocacy and campaigns can use either literal or figurative language.
2. Advocacy aims to actively promote a cause, while campaigns involve organized activities to influence policies and engage the public to create change.
3. Examples show that research presents findings directly, while advocacy and campaign messages can directly state an issue or use indirect, figurative language to raise awareness.
Comparative study of gender differences in refusal strategies
This document provides background information on a study that examines gender differences in refusal strategies used by English majors in China. It summarizes theories of speech acts, politeness principles, and refusal strategies. The study involved collecting responses to refusal situations from a discourse completion test completed by 50 female and 14 male English majors. The responses were analyzed to identify the refusal strategies used by each gender and whether they tended to use direct or indirect strategies. The results showed differences between genders, with most females using indirect refusal strategies to save face and most males using direct refusal strategies.
Similar to Positive and Supportive Communication (20)
Discourse analysis session 10 and 11 _ 05_12_2021 Pragmatics and discourse an...
Discourse analysis session 10 and 11 _ 05_12_2021 Pragmatics and discourse an...
Effective TeachingThoughts about Teaching from Hia.docx
Effective TeachingThoughts about Teaching from Hia.docx
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Cultural Country Profiles and their Applicability for Conflict Prevention and...
Cultural Country Profiles and their Applicability for Conflict Prevention and...
Comparative study of gender differences in refusal strategies
Comparative study of gender differences in refusal strategies
Positive and Supportive Communication
- 1. Positive and Supportive Communication Presented by Kelly Unterborn
- 2. Overview What do the terms defensive and supportive communication mean? Jack Gibb’s Categories of Defensive and Supportive Communication How do the categories function in tutor-student relationships?
- 3. Communication Climates Jack Gibb Promoted idea that reducing “defensiveness” creates a more positive communication climate Argued that moving toward “supportive” communication would help ensure better understanding/cognition of messages (Gibb)
- 4. Defensive Communication What is “defensiveness”? Gibb in “Defensive Communication”: Defines “defensive behavior” as “…behavior which occurs when an individual perceives threat or anticipates threat in the group” (Gibb) Asserts that “defensive communicators” attempt to manipulate motives and place value on the receiver Attests that “defensive recipients” receive the message in a distorted way This defensive communication, then, results in lack of perception (Gibb) Kory Floyd in Interpersonal Communication: Defensiveness is “Excessive concern with guarding oneself against the threat of criticism” (340). Both sender and receiver exhibit defensiveness, which creates distance between the speaker and the listener (341).
- 5. Supportive Communication What is “supportive” communication? Gibb in “Defensive Communication”: States that “The more ‘supportive’ or defensive-reductive the climate, the less the receiver reads into the communication distorted loadings which arise from projection of his own anxieties, motives and concerns” (Gibb). Supportive Communication results in better understanding of content and meaning of messages (Gibb). Floyd in Interpersonal Communication: Defines “supportiveness” as “A person’s feeling of assurance that others care about and will protect him or her” (340). Promotes encouragement and concern for the receiver (340).
- 6. Gibb’s Model of Defensive and Supportive Communication Defensive Strategies Supportive Strategies Evaluation Description Control Problem Orientation Strategy Spontaneity Neutrality Empathy Superiority Equality Certainty Provisionalism Model Source: “Defensive Communication” (Gibb)
- 7. The Significance of the Categories on Tutors/Tutoring Move toward more supportive language as tutors Understand that our language has meaning Work toward improving interpersonal communication with students Improve the communication climate and learning environment
- 8. Works Cited Bell, Diana Calhoun. “Positive and Supportive Communication.” Handbook for Training Peer Tutors and Mentors, edited by Karen Agee and Russ Hodges, College Reading and Learning Association, 2012, pp. 113-116. Floyd, Kory. “Avoiding Making Others Defensive.” Interpersonal Communication 2nd ed., McGraw Hill, 2011, pp. 340-342. Gibb, Jack R. “Defensive Communication.” Journal of Communication, vol. 11, 1961, pp. 141-148. reagle.org/joseph/2010/conflict/media/gibb- defensive-communication.html. Accessed 4 Aug. 2016.
Editor's Notes
- Our students come from diverse backgrounds-more diverse than the items seen on this picture. They come from different experiences and with varying types of knowledge and knowledge bases. Our job, as tutors, is to effectively communicate concepts to our students. Moreover, it’s our responsibility to create a learning environment that fosters cognition and academic engagement. This environment is built by positive and supportive communication between tutors and students.
- To do this, we’ll look at supportive communication by defining it in the context of its adverse: defensive communication. We’ll look at Gibb’s Model of Defensive and Supportive Communication, provide examples of each, and define how each of these categories relate to the tutor-student communicative environment.
- A communication climate is the environment in which communication occurs.
- Let’s look at each type of communication, define it, and link it to Gibb’s model.
- I will talk about each behavior and an example of each. It’s probably easier to do that than to put them in slides. Diana Bell states that Gibb’s model is important in the tutoring environment when it relates to “inquiry-based pedagogy” (113). Asking questions, Bell attests, allows for active, rather than passive, action by the student in response to the tutor (113).