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Communication in the Classroom By: Katie, Danielle, Laura, Kasandra, and Elizabeth Guiding Principals of Effective Communication • Take context’s into consideration For example: Cultural, Environmental, Situational, Relational, Psychological •Avoid using loaded words and non-verbal cues •If there is a problem focus on issues, not people •Convey understanding and interest in your message •Pose a point of view but with an open attitude- invitation to investigate or explore ks Effective Communication in the Classroom: Things that the teacher will be doing to make an effective classroom: •Talking directly to the students and making eye contact •Showing respect to the students •Speaking courteously to the students •Creating a role model •Being a good listener and don’t make judgments •Keeping an open mind •Watching nonverbal behavior from the students and be aware of the nonverbal signals you give your students •Checking for understanding by asking questions •Involving the children in decisions •Rehearsing the rules and procedures of the classroom ds Things that the children will be doing in the classroom: •Listening to the teacher •Showing respect for themselves and their teacher •Asking questions to make sure that they understand •Being relaxed and ready to learn in the classroom •Working together with their classmates cooperatively •Following directions and staying on task In order for the classroom to be an effective classroom in communication, the teacher and students must work together in establishing the expectations of the class. ds Tips for Effective Communication with Parents: •Suspend judgment on the parent •Listen to what the parent has to say and take into consideration their feelings and needs •Give respect to the parent •Be courteous and make them feel welcome in your classroom •Write down what is discussed in the meetings with the parent •Keep things positive about the child •Communicate early on in the year with the parent, not just when there is a problem •Find out about the child, what their likes and dislikes are •Develop a plan with the parents and follow through with it •Make them feel like they are apart of the decisions ds Effective Communication Strategies • Receptive communication is our understanding of other people's communication to us. Expressive communication is what we communicate to others. Remember: There are two sides to communication • • • • • • • When communicating, stay calm, never accuse or attack. Share what you would like to see happen. Be specific and give details. Know the child well - know how s/he communicates, know what s/he is interested in and may want to communicate about. Listen to the child’s feelings and needs. Express your feelings and needs. Ask questions when you have concerns- stay informed. Summarize the Child’s point of view after listening. Have the student summarize what he feels you said and heard you say, make sure what you talked about was understood. ls More Effective Communication Strategies • • Make decisions together, brainstorm ideas without evaluating and then decide together which ideas you don’t like and those you do, and plan how to put them into action. Empower children by teaching them how to approach problems by breaking them down into manageable parts. Understand the factors affecting a student’s communication at any given time. Build trust, by being consistent, helping understanding, taking time, following the child and being supportive. Follow a child’s lead when it comes to communication, respond to signals s/he may give, encouraging communication. Remember: As a child's communication abilities develop, more formal communication modes may be introduced. It is vital to maintain children's confidence that they can influence events. Giving them opportunities to use their current skills in a wide range of situations is as important as moving onto the next stage. ls Communication Can Foster a Students Self- Concept or Destroy It • • • • • • • • • Be careful of your tone of voice and facial expressions. Say something positive and constructive before pointing out how a child can improve. Try not to say anything negative and not ever degrading. Uplift and encourage, build up a student’s self confidence. Never criticize a student on h/her work publicly. Remember all children are sensitive, even if they don’t act like they are. Share what you would like to see happen, never accuse or attack. Try to stay objective and state your observations if asked to take sides. When we communicate with a child, we want to send the messages: I believe in you, I trust your ability to think wisely and creatively and I value your contributions. You want your students to know that when they communicate with you and you with them, that you will each treat one another with dignity and respect. Everyone wants to feel visible and valued… ls Teacher-Parent Communication • Have parents do volunteer with the school • Phone calls and visits to the classroom • Parent-teacher conferences (usually after report cards) • As soon as a child acts up, call the parent right away to avoid further problems ks Teacher-Parent Communication • Send home a weekly newsletter to parents and have them sign it • Get to know parents and students ahead of time • Learn a little to speak their language • Check school office to confirm for duplicate information for parents who are divorce or separated. Both parents have the right to know about child’s progress • When have conferences, don’t bring child along unless the teacher requests it ks Parent-Teacher Communication Diverse Family • Respect to uniqueness of each family system, before you have conferences • Communicate in culturally appropriate way • Develop a personalized relationship with families • Assess your beliefs about student achievement and family diversity ks Parent-Teacher Communication Diverse Family • Use newsletters, conferences, email, notes and telephone conversations to reach all types of families • Reaching out to parents and caregivers encourages their involvement in the student’s education • Promote peer acceptance of diverse family structure by emphasizing that “family” means, as a child once said, “a group of people who love and care for one another.” • Invite family members with expertise or special knowledge to contribute to classroom instruction ks Impact of Verbal and Nonverbal Communication • Nonverbal supplements verbal communication • Body language comprises 55% of the force of any response verbal is 7% • Examples: Brisk Walk-Confidence, legs apartOpen/Relaxed, Tilted head-Interest • Eyes communicate more than any other part of the body • Smiles-Important Movement • Touching communicates better than words • For all- best way to win someone over is mirror their body language ea How Does Non Verbal Communication Reflect Emotion • Peoples true feelings are shown in non verbal much more than spoken words • Facial expressions and postures show your feelings and emotions • Much emotional feelings are portrayed by the eyebrows and the mouth • Internet examples • Facial Expressions are essential to relationships with others reflecting feelings and emotions ea References http://novaonline.nv.cc.va.us/eli/spd110td/interper/message/linksnonverbal.htm http://planet.tvi.cc.nm.us/idc/Documents/ClassroomClimateweb.htm http://osi.fsu.edu/waveseries/htmlversions/wave3.htm http://www.cultsock.ndirect.co.uk/MUHome/cshtml/nvc/nvc3a.html http://www.glencoe.com/sec/teachingtoday/tiparchive.phtml/2 http:// www.gse.harvard.edu/hfrp/pubs/onlinepubs/beyondptc.html http://www.migrant.org/esl/survival_packet/tips2.htm http:// www.ncrel.org/gap/clark/teacher2.htm http://www.nysccc.org/linkfamily/Keys/CommunBasics.htm http://www.positive-way.com/body.htm http://www.slc.sevier.org/effecom.htm http://www2.pstcc.cc.tn.us/~dking/interpr.htm