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Communication
By: Katie Rogers, Karen Wolters, Abby
Keathley, & Maritza Adorno
What Is
Communication?
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According to the dictionary: “the exchange of
thoughts, messages, or information, as by
speech, signals, writing, or behavior,” &
“interpersonal rapport.”
Most common forms of communication: sign
language, speaking, writing, gestures &
broadcasts.
Human communication can be the sharing of
experiences and knowledge, cooperation or the
giving and receiving of orders.
“Communication is the method by which people
share their ideas, information, opinions and
feelings.”
Parent-Child
Communication
A parent should become a “co-teacher”
& “co-learners” with the teacher and
the child.
 Affirm the value of their children.
 Setting aside time for the child.
 Private conversations.
 Physically get down to child’s level.
 Ask “What happened” not “Why.”
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Parent-Teacher
Communication
Essential.
 Contact parents immediately when
problems arise.
 Stay informed.
 Keep it positive.
 Keep it personal.
 Keep it proactive.
 Make it a partnership.
 Weekly folder, notes, websites, phone
calls, email, etc.
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Teacher-Student
Communication
A significant body of research indicates
that “academic achievement and
student behavior are influenced by the
quality of the teacher and student
relationship.”
 Respect the student’s background.
 Mutual respect.
 Reduce anxiety in students.
 Dialogue journal.
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Teacher-Student
Continued
Don’t talk down.
 Don’t use words that they don’t
comprehend.
 Effective rewards/ incentives to
communicate encouragement.
 Meeting with students to discuss
progress.
 Always be available.
 Have patience.
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Resources
http://www.ask.com/reference/dictionary/a
hdict/25733/communication
 www.urbanext.uiuc.edu/succeed/09communication.html
 www.advocatesforyouth.org/parentchild.ht
ml
 www.csun.edu/~acc50786/Education.html
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Verbal Vs. Non-Verbal
Communication
Verbal Communication
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Can be defined as communicating through
the use of words.
Active process of sharing ideas, feelings and
information.
Students may be seen talking about their
experiences and knowledge, while
demonstrating their ability to hear and listen
to each other, as well as the teacher.
Examples include listening, reading, speaking
and writing.
Verbal Communication
with Students
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Listen to the child’s feelings and needs.
Paraphrasing-what the student is saying. Be on the student’s
agenda, not yours.
Example:
– Student: I don't like this school as much as my old one. People are
not very nice."
– Para: You are unhappy at this school?
– Student: Yeah. I haven't made any good friends. No one includes
me.
– Para: You feel left out here?
– Student: Yeah. I wish I knew more people.
Non-Verbal
Communication
Refers to all aspects of a message
which are not conveyed by the literal
meaning of words.
 Both written and spoken communication
can be nonverbal.
 Culture, gender and social status
influence nonverbal communication.
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Non-verbal
Communication with
Students
Eye Contact, Facial Gestures, etc.
 Object Communication
 Haptics
 Oculesics
 Vocalics
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Object Communication
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The most common form of object communication is
clothing. The types of clothing that people wear are
often used to determine their personality traits,
though this is considered a form of stereotyping.
Social groups often use a common form of clothing to
set themselves apart from others, presumably
unaligned social groups. A good example of clothing
as object communication is the uniform.
Object communication extends beyond clothing to
other body adornments, such as wedding rings to
indicate marital status ,tattoos, piercings, and brands.
Also included in object communication is anything
used as a status symbol.
Haptics
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Haptics is the study of touching as nonverbal
communication. Touches that can be defined
as communication include: Handshakes,
holding hands, kissing (cheek, lips, hand),
back slap, "high-five", shoulder pat, brushing
arm, etc. Each of these give off nonverbal
messages as to the touching person's
intentions/feelings. They also cause feelings
in the receiver, whether positive or negative.
Oculesics
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Oculesics is the study of the role of eyes in
nonverbal communication. This includes the
study of eye contact and pupil dilation.
Studies have found that people use their eyes
to indicate their interest. This can be done
through eye contact (or lack thereof). For
example, when a professor is giving a lecture
and you read a magazine instead of looking
at him/her and giving your full attention. This
would indicate to the professor that you are
disinterested in his/her lecture.
Vocalics
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Vocalics is the study of nonverbal cues
of the voice. Things such as tone, pitch,
accent, and volume can all give off
nonverbal cues. It's possible to learn
about an individual's personality, mood,
and culture with the information given
by their voice.
Communication &
Diversity
 Different beliefs
Interacting with other people
Variety of cultures
Everyone is unique
Realizing we all come from different backgrounds
Speaking different languages
Involving culture into a curriculum
The whole community
Your thoughts of others
Competence in
Communication
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Communicative competence is knowing
what to say to who, when, and in
different circumstances. Also how to
use language the right way with
different social groups and
situations.
How to Communicate
with Other Cultures
In order to communicate effectively with
other cultures we need to understand where
they come from.
 Everyone has a culture and we all
communicate with one another.
 Find out information about other cultures
 Visit a community of a different culture
 Understand that we are all different
 Learn a different language
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What to Avoid when
Communicating with other
Cultures
Discriminating: a person is treated
differently due to their minority status.
Stereotyping: judging a person or a
group of people with recognizing
individual differences.
 Prejudice: negative attitudes, feelings,
and behaviors toward people of a
specific
group.
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Resources
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Between Worlds: Access to Second
Language Acquisition Second Addition
by: David & Yvonne Freeman.
Communication with
Persons with Disabilities
Disability
Federal law defines a “Disability”
as a physical or mental
impairment that substantially
limits or restricts the condition,
manner, or duration under which
an average person in the
population can perform a major
life activity, such as walking,
seeing, hearing, speaking,
breathing, learning, working, or
taking care of oneself.
General
Considerations
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Do not be afraid to make a mistake when meeting and
communicating with someone with a disability. Imagine
how you would react if you were in similar situations.
Treat adults as adults.
Relax.
If you offer assistance and the person declines, do not
insist. If accepted, ask how you can best help.
When someone with a disability is accompanied by
another individual, address the person with a disability
directly rather than speaking through the other person.
“People First”
Terminology
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Place the person before the disability. Say
“person with a disability”, rather than
“disabled person”.
Avoid referring to people by the disability
they have, such as, “an epileptic”. Instead,
refer to them as “a person with epilepsy”.
Remember, a person is not a condition.
People are not “bound” or “confined” to a
wheelchair. These are devices used to
increase their mobility and enhance their
freedom.
Positive Language
Empowers
AFFIRMATIVE PHRASES
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Person with a developmental
disability
Person who is blind
Person who is deaf
Person with a physical disability
Unable to speak
Person with psychiatric disability
Person who is successful
Person with a disability
NEGATIVE PHRASES
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Retarded; mentally defective
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The blind
The deaf; deaf and dumb
Crippled; lame; deformed
Dumb; mute
Crazy; nuts
Has overcome his disability
The disabled; handicapped
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Visual Disabilities
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Identify yourself when you approach a person who is
blind.
It is appropriate to touch a person’s arm lightly when
you speak so that he knows you are speaking to him.
Face the person and speak directly to him.
Don’t leave without saying you are leaving.
When offering directions, be as specific as possible.
Never pet a guide dog unless the owner has given
you permission.
Hearing Disabilities
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Ask the person how he prefers to communicate.
If speaking through an interpreter pause occasionally to allow him
time to translate completely and accurately.
Talk directly to the person who is deaf, not the interpreter.
Be sure you have the attention of the person you are addressing
before you start to speak.
If the person is speech reading, face the person directly and maintain
eye contact.
If you do not understand something that was said, ask the person to
repeat it or to write it down.
If you know any sign language, try using it.
Speech Disabilities
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Talk to people with speech disabilities as you would talk to
anyone else.
Be friendly; start a conversation.
Be patient, it may take the person a while to answer.
Speak in your regular tone of voice.
Tell the person if you do not understand.
To obtain information quickly, ask short questions that
require brief answers or a head nod.
Communication Aids
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Communication
boards
Speech synthesizers
Computer software
Telephony
equipment
Braille devices
Note taking/spelling
devices
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Large print monitors
Audio books
Talking equipment
(clocks, calculators)
Tape recorder
Sign language
Magnification
Resources
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The University of Georgia Disability Resource Center
http://www.dissvcs.uga.edu/
U.S. Department of Labor
Office of Disability Employment Policy
Harvard University Accessible Education Office
http://www.fas.harvard.edu/~aeo
Rehabtool.com
http://www.rehabtool.com