Effective Communication In The Classroom
- 1. EFFECTIVE COMMUNICATION IN THE CLASSROOM Fi McGarry
- 2. SITE 2.1.1 Communicate effectively , using a variety of media, to stimulate pupils and achieve the object of lessons.
- 4. What are communication skills? Transmission Reception
- 5. With whom? Pupils Colleagues – managers, classroom assistants, visiting specialists, L.S. etc. Parents Others
- 6. Transmission Crown copyright 2005
- 7. REFLECT What types of communication do you use? What do you hear yourself saying/see yourself doing? Describe this to a partner Identify any “scripts” (consistently used phrases) or non-verbal routines you use
- 8. Barriers Emotional aspects Threats to teacher’s self-esteem Skills/experience
- 9. Communication that creates or reinforces negative behaviour Sarcasm Anger Belittling Negative expectations Insensitive physical contact Overt use of physical size
- 10. Communication that promotes positive behaviour Praise Affirmations Positively stated expectations Language of belonging Language of choice Eye contact Safe physical contact Body language
- 11. Body Language It’s not (only) what you say, it’s the way that you say it! Awareness of nonverbal behaviour allows you to become a better receiver You will become a better sender of signals that reinforce learning Increases the degree of perceived psychological closeness between teacher and pupil
- 12. Nonverbal behaviours Eye contact Facial expression Gestures Posture and body orientation Proximity Paralinguistics Humour
- 13. Negative verbal behaviours Inconsistent, or hidden messages Rudeness Raised voices Incoherent diction Too much talk! Inappropriate language/style
- 14. Positive verbal behaviours Clear messages Respectful Encouraging Appropriate use of praise Pauses Clear diction Modulated tones
- 15. Developing your role Honesty Openness Respect
- 16. Developing your role Be professional! Look professional! Set professional expectations!
- 18. When problems arise Stay calm Speak to the pupil privately and in a quiet voice Establish eye contact and call the pupil by name State any command as a positive (do) rather than a negative (don’t) Use clear and descriptive terms so that the pupil knows exactly what is expected.
- 19. Pitfalls Mismatch between words and nonverbal signals Pause to think before reacting to provocative behaviour Do not become entangled in a protracted discussion Do not try to coerce or force a pupil to comply
- 20. Proactive steps to avoid conflict Offer face-saving exit strategies Act in positive ways Agree fair behavioural consequences in advance Avoid making demands of pupils when they are upset
- 21. Bibliography DOES, 2005 Primary National Strategy, Classroom Communication, Irmsher, Karen. Communication Skills, ERIC Digest 102 January 1996 http://eric.uoregon.edu Fisher, R., Ury, W.,& Patton, B (1991) Getting to yes: Negotiating agreement without giving in (2 nd ed) Penguin, N.Y. Prendivill, Patricia. Developing Facilition Skills, 1995 Combat Poverty Agency, Dublin Ritts, Vicki and Stein, James R. Six Ways to Improve Your Nonverbal Communications 29/08/2006 http://honolulu.hawaii.edu Working With Defiant Kids 29/08/2006 www.interventioncentral.org