Download L11 Effective Communication - Nicole

HPW 3C
Unit 3 Socialization
Lesson 11 – Effective
Communication
Introduction
It is easy for parents to identify their child’s
physical needs:
• nutritious food,
• warm clothes when it is cold,
• bedtime at a reasonable hour
However, a child’s mental and emotional needs
may not be as obvious. Good mental health
allows children to think clearly, develop
socially and learn new skills. Additionally,
good friends and encouraging words from
adults are all important for helping to
socialize children into self-confident,
independent individuals with a healthy
Basic Needs for Socialization of
Children
Basics for a child’s good mental health:
• Unconditional love from family
• Self-confidence and high self-esteem
• The opportunity to play with other children
• Encouraging teachers and supportive
caretakers
• Safe and secure surroundings
• Appropriate guidance & discipline
OVERALL EXPECTATIONS:
By the end of this unit, the student will:
• demonstrate an understanding of the
communication skills and strategies
necessary for effective parenting.
• compare positive conflict-management
strategies and negative conflict-management
strategies used by adults and children.
• identify a variety of social and cultural
differences in child behaviours.
• explain the influence of war, famine, poverty,
child labour on the lives of children.
COMMUNICATION
Communication is…
• An exchange of information: verbally, nonverbally, or with both verbal and non-verbal
symbols and signals.
Verbal
Non-Verbal
Communication is…
Either:
One way: one person sends out a message, but
receives no response.
e.g. lectures, radio broadcast, message on answering machine.
OR
Two way: message is sent and response is
given. The tone of the communication is very
important: particularly when children are learning
appropriate listening skills and feedback styles.
Types of Communication:
1. Verbal Communication: Speaking effectively is the
verbal component of a message. Parents have to
know how to express themselves verbally to their
children. How well parents communicate is influenced
by the works they use, the sound of their voice (tone,
volume, tempo) and the pronunciation & enunciation.
2. Non-Verbal Communication: Greatly contributes to the
meaning of messages through: facial expressions,
gestures & posture, body movements, attire and
grooming.
• Learning to use & interpret non-verbal communication
can help you to send and receive verbal messages
more effectively.
Mixed Messages
• A child can receive mixed messages if
verbal and non-verbal forms of
communication do not match.
– i.e. VERBAL
NON-VERBAL
- “Congratulations!” Sad look
- “Go to your room!” Smiling
- “Everything’s fine…” Anxious look
Mixed Message
1)
2)
3)
4)
5)
6)
7)
In groups, create a skit that demonstrates the concept of “mixed
messages” and the importance of good communication.
Each member of the group must have their own version of the
script
You will present your skit to the class twice. The first time, your
verbal and non-verbal message should match. The second time,
they should not.
(This will be hilarious…)
…HILARIOUS!!!
Example topics / scenes:
-a birthday party,
-a graduation ceremony,
-a public debate,
-a “break-up” (consoling friends)
HILARIOUS!!!!
TIME TO THINK:
Complete the following resolutions (on your
own paper):
From now on, when I am speaking, I am going
to follow these 3 practices:
1. When I greet a parent who is late picking up
their child, I am going to show my feelings by
the following non-verbal actions…
2. Above all, when it comes to communication, I
am going to…..
3. Is communication mostly Verbal ______ or
Non-Verbal ______ ?(Check one )
Practice
• Break into groups of two.
• Have one person tell a 2 minute story and
the other person listen.
• The listener will then share the storytellers
story.
Assessing Communication
Skills:
• Use the communication inventory to evaluate
your communication skills.
• On a sheet of paper, write the number of
each statement and respond with Never,
Sometimes, Almost always or Always.
• Reflect on your responses and think about
how you will change your Never and
Sometimes responses into Almost Always
or Always responses. Make a list of
strategies that will help you to improve
your communication skills.
Communication Inventory
Never
I let others finish speaking
before I speak.
When I listen, I look at the
speaker and express interest in
the message.
I speak clearly and directly.
When I speak, I look at the
listener with encouragement.
I read carefully and review the
content of a written piece.
I write thoughtfully and consider
the structure of what I am
writing.
I am more concerned about
understanding others than
about convincing them that I am
right.
I ask questions to clarify my
understanding of a message.
I make sure that others know I
understand them
I pay attention to how
messages are expressed to
help me understand them.
I am open to new ideas.
Sometimes
Almost Always
Always
Active Listening Strategies
•
Now list some strategies that will help you to improve your
communication skills.
Active Listening Strategies
•
•
•
•
•
•
•
•
Keep an open mind.
Listen, do not talk.
Be alert.
Show interest.
Take notes.
Listen critically.
Give feedback.
Listen with empathy
•
Think about how can you turn your NEVER into ALMOST ALWAYS or
ALWAYS?
“I” Statements:
• Incorporating the use of “I” statements is a
critical component of healthy
communication with children.
• “I” statements allow a parent or child to
express exactly what they are feeling. For
example, “I am upset that you did not
make the bed” or “I am wishful mom that
we can go to the park after we do the
dishes”.
• The use of “I” instead of “You” diffuses any
potential anger and calms a ‘hot’ situation.
Key Question
“You Message” Example: You’re so stupid!—You never do
anything right.
“I Statement” Example: I would like to show you how I set
the table. Let’s try it together.
Read the following statements and change the “You message”
into an “I message” :
1. You have no right being in that part of the home so get out
immediately.
2. You never take me anywhere fun.
3. You are nothing but trouble.
4. You don’t have a mind in that body of yours.
Key Question
1. Create a smart ideas brainstorm
describing yourself as a communicator in
school, with friends, with your kids or at
your job.
2. Describe how you communicate verbally
or non-verbally.
3. Do you communicate your messages
effectively? Explain.
4. Give 3 reasons why effective
communication is important at school
Communication Roadblocks
• Frequently messages are misunderstood
even when the sender and receiver are
standing right next to each other. A
communication barrier/roadblock occurs
when the true intent of a message is
blocked in some way. Following are a list
of common roadblocks to effective
communication and ways to avoid these
problems.
Common
Roadblocks
Ways to Avoid
Lack of Concentration.
Always concentrate & show an interest whether you are the sender or receiver.
Distractions.
Always focus on the message, regardless of interruptions
Amount of information.
Too much or too little information can overwhelm. When sending information, adjust the
amount of information you give to the situation and the receiver.
Use of jargon.
Jargon should be used only when all receivers understand the terminology
Disorganized message.
Express your message in a sequential, organized manner.
Unsuitable language.
Always consider your audience in terms of personality, age, and level of ability and
experience when speaking or writing.
Emotional response.
Try not to let personal feelings interfere with communication. Respond to the message, not
the person sending it.
Thinking of a response.
Make sure you understand the entire message before responding.
Lack of feedback.
A receiver should provide feedback and ask for clarification.
Key Question #36
• Add to your Communication Mind Map:
• After reading the hints for avoiding
communication barriers, make a poster
illustrating one or more of the
barriers/roadblocks to help a parent
improve their communication skills.
• Poster should be completed on 8 ½ X 14
inch sheet of paper. Use colour, graphics,
text to communicate your message.
Evaluating Your Listening Habits Activity
• The following is a list of listening habits that
people exhibit.
• Divide a sheet of paper into two columns.
• On the left, list the listening habits to which
speakers will probably respond positively.
• On the right, list the ones to which they will
respond negatively.
• For each habit, on the left-hand column, rate
yourself using a scale from 1 to 5 with 1 as
the lowest score. If you have a score lower
than 20, be sure to reflect on why your score
Evaluating your listening habits
activity
1. Repeats some of the things said.
2. Attempts to complete the speaker’s sentences.
3. Looks impatient.
4. Jumps to conclusions and starts to answer before speaker is
finished.
5. Reacts with a smile, raised eyebrows, and a nod of the head.
6. Keeps looking beyond the speaker.
7. Tries to change the subject.
8. Interrupts.
9. Asks clarification questions when the speaker is finished.
10. Looks at the speaker.
11. Shows sympathy.
12. Looks bored.
Key Question
• Day Care Supervisor Activity
• Assume you are a daycare supervisor.
• You are having problems with a child who
continuously demonstrates inappropriate
behaviours.
• Use effective written text to communicate this
message to the parent by writing an e-mail to
inform the parent of the behaviours displayed
by the child.
• The e-mail should be at least 1 paragraph in
length with at least 3 - 4 thought provoking
and well-supported sentences.