Collaboration Skills and Service Coordination Instructor: Stacia Abe Week Three

Chapter 9: Interpersonal Communication In Chapter 9 Learner Objectives Read through the Learner Objectives on Page 211. Share with a partner: One area in of which you were already familiar or somewhat familiar before reading the chapter One area that you are really interested to know more about From Your Reading: Share out: 3 main ideas from Chapter 9

Chapter 9: Interpersonal Communication Considers the nature of interpersonal communication and how it occurs by outlining: Skills that are prerequisites to successful interactions Factors that affect listening Impact of nonverbal communication Principles to guide effective communication

Chapter 9: Interpersonal Communication Begins a discussion of the communication skills necessary for effective interactions Provides a framework for understanding the specific skills presented in Ch. 10 & 11 Together with 10 & 11, offers examples of the skills that are the foundation for engaging in interpersonal problem solving

Chapter 9: Interpersonal Communication How well you communicate influences you professional interactions and their effectiveness Good communication skills are essential for: Instruction Administrative duties Planning other intervention responsibilities collaboration with colleagues and parents

Concepts Reflected in the Communication Process Meetings in and Among People Read Aloud & Discuss section on page 214

Concepts Reflected in the Communication Process Environment and Noise in Communication Environment refers to a physical location as well as one’s personal experience and cultural background (age difference, political orientation, cultural or ethnic background, education) Noise is anything that interferes with or distorts the ability of communicators to exchange messages Distracting sounds (PA system, sirens, loud talking in the hallway) Physical conditions (bad smell, room temperature, person’s physical appearance)

Concepts Reflected in the Communication Process Communication Through Channels Channel refers to the medium through which messages are transmitted. Visual and auditory are most frequently used. However, all human senses may be involved in sending and receiving messages. At any given point during interpersonal communication, several messages probably are being transmitted simultaneously over different channels.

Communication Types Commonly Used in the School Setting With a partner: Explain/discuss Figure 9.2 Complete the table in Handout 9.2 using information from the text Communication Types (pp. 216-218) Figure 9.2 (p. 216) Unilateral Communication – The Memo (p. 218) Transactional Communication – The Meetings (p. 219)

Frame of Reference: Professional Role Your role contributes to your Frame of Reference Your role as an educator Professional Socialization (Chapter 1): physical isolation Use of directive style of communication with students Proficiency judged on how well you handle instruction, student matters, and planning on your own Even if you have learned about the importance of collaboration, you may work with colleagues who do not

Frame of Reference: Professional Role Your role contributes to your Frame of Reference Your role within education Specific discipline into which you were socialized special education, school psychology, math, literacy, science, etc. Specific professional role for which you were prepared Classroom teacher, special educator, therapist, school psychologist

Frame of Reference: Professional Role Your role contributes to your Frame of Reference Read Aloud, p. 220 General Education Teacher, paragraph 2 Special Education Teacher, paragraph 3 Impact, paragraph 4

Frame of Reference: Cultural Background Value Orientations: Individualist and Collectivistic Represents a continuum of the emphasis a culture places on individual goals, achievement, and fulfillment versus interdependence and emphasis on the well-being of the group as a whole No ethnic or cultural group is only individualistic or collectivistic Not all members of a cultural group share the same values Figure 9.3, p. 222

Frame of Reference: Cultural Background Thinking about cross-cultural communication: Understand your own value orientations. Consider how these orientations influence communication. Examine how these match the orientations of others in the school and community. It may be easier to collaborate with those with similar value orientation. But it is still important to be able to work with those with a differing value orientation.

Frame of Reference: Cultural Background Activity: Share with a partner/group: Which value orientation are you more aligned with? Are there certain areas in which you align more with the “opposite” value orientation? Think of a situation or situations in which you have successfully collaborated with a person with a differing value orientation. What strategies did you (or the other person) use to facilitate the communication?

Frame of Reference: Selective Perception In any experience there is an infinite number of sounds, sights, smells, feelings, and tastes that compete for your attention. You have to select the stimuli you will attend to or experience in the situation The bias in your frame of reference can enhance or inhibit your perception and thus your understanding of a situation.

Frame of Reference: Selective Perception Activity: Because our selective perception is guided by our frame of reference, it is important to be aware of potential stimuli that may bias our interactions and our understanding of others. List some topics that could come up in your work with others that may cause you to become emotional, biased, or to tune out completely. What can you do to keep your reactions more balanced?

The Importance of Good Listening Listening is… A complex, difficult-to-measure process for attending to and accurately comprehending what another person is saying and then demonstrating that understanding has occurred A critical element of communication, especially in collaboration Involves the simultaneous use of multiple skills, both verbal and nonverbal Foundation for all relationships A primary means of gaining information Also a means of conveying interest in the message of others

Rationale for Listening Helps establish rapport and build relationships Shows concern/regard/respect for the speaker Demonstrates a desire to understand the other person and the situation Critical for obtaining sufficient and accurate information necessary for participating in a collaborative activity When you demonstrate precise understanding of what another said, you are perceived as being both competent and a worthy collaborator

Factors that Interfere with Effective Listening Activity: With a partner Use pp. 227-228 in your text to complete Handout 9.4 Be ready to share with the class

Factors that Interfere with Effective Listening Group Discussion: Handout 9.1, Barriers to Listening Have you ever experienced these feelings? How did they impacted your listening process?

Improving Your Listening Skills Group Discussion: Read the following sections in your text: Suggestions for Improving Your Listening Skills, p. 228 Putting Ideas into Practice: Strategies for Improving Listening Skills, p. 229 Propose ways other than those provided in the text that might assist them in improving their listening skills

On Listening Activity: Read Aloud: Poem, “On Listening” (Handout 9.0) Reflect on the feelings this poem evokes in you With a partner/group: Discuss examples of when they have not been listened to and/or when they have had an experience similar to the one suggested in the poem

Non-Verbal Communication Skillful use of nonverbal behaviors is essential for establishing and maintaining positive relationships Most valuable information is transmitted without words A spoken message can be broken down as follows: 7% verbal components (words) 38% vocal components (volume, pitch, rhythm) 55% facial expression Mehrabian (1980)

Non-Verbal Communication People communicate nonverbally in several ways: Body Movements Facial expression, eye contact, posture, gestures Read Aloud: 2 bullets, top of page 230 Spatial Relations Physical distance between participants Figure 9.4 on page 231

Non-Verbal Communication Vocal Cues Quality of voice, pacing/tempo, flow of speech, rhythm, tone, pitch, use of silence Minimal Encouragers (Verbal and Nonverbal) Words, phrases, silence, and other nonverbal cues Indicates you are listening and understand what it being expressed and encourages the speaker to keep talking Nonverbal: silence, head nod, facial expressions, hand gestures, etc. Verbal: “Uh-huh”, “Hmmm”, “And”, “So”, and “Okay”

Non-Verbal Communication: Cultural Differences With a Partner: Share information about your cultural background and how it affects your communication practices, specifically: Are you comfortable making direct eye contact with others when speaking? Does your eye contact vary when you are listening to someone as opposed to talking? What is your comfort level using silence? What is your preferred distance from others when speaking in a group? How might recognizing individuality in communication also improve collaboration skills?

Non-Verbal Communication Activity: Form groups of three. Assign the following roles to each of the three group members: Speaker, Listener, Observer. The Speaker and Listener will engage in a 2-minute discussion while the Observer observes their interaction. Possible topics: “Why did you choose to go into this field?” or “Tell me about your current work or school situation.” The Observer will use Handout 9.3 to take note about the body language, vocal cues, and minimal encouragers used by the Listener. After the interaction, the Observer will give feedback to the Speaker and Listener. Alternate roles until each student has been a Speaker, Listener, and Observer.

Non-Verbal Communication Principles Congruence During communication, several behaviors, both verbal and nonverbal occur simultaneously Congruence: The simultaneous behaviors have the same or highly similar meanings Communicates sincerity Incongruence: The simultaneous behavior have different meanings May unintentionally reveal feelings or attitudes one is hoping to conceal

Non-Verbal Communication Principles Individualism Refers to the subjectivity involved in interpreting nonverbal communication The meaning of a single nonverbal cue depends not only on the context in which it occurs, but also on its specific meaning to the individual demonstrating the behavior and to the person observing it Rapid speech may indicate enthusiasm or anxiety Appropriate proximity varies based on the situation Folded arms may mean the person is closeminded or they are uncomfortable in their chair Read Aloud: example in middle of first paragraph, p. 234

Non-Verbal Communication Principles

Non-Verbal Communication Principles To develop effective nonverbal skills Identify your own patterns of nonverbal behavior that affect communication positively or negatively Learn to anticipate individual differences in how others react to your nonverbal behaviors

Verbal Communication Principles Concreteness Imprecise or vague language is the cause of much miscommunication A teacher tells you he “handled the problem”. A colleague asks for assistance with a student’s disruptive behavior. Does she want you to help come up with strategies or intervene with the student? What does she mean by “disruptive behavior”? Discuss with a Partner: Example on bottom of page 234 Figure 9.5, page 235

Verbal Communication Principles Neutrality Promotes the development of interpersonal trust because it conveys a nonjudgmental and accepting attitude Successful collaborators are people who communicate that they are nonjudgmental and non-evaluative of others Read Aloud: example on middle of page 235

Improving Communication Skills Jigsaw Activity: Suggestions for Improving Your Communication Skills Become a Student of Communication (page 236) Nurture and Communicate Openness (page 236) Keep Communication Meaningful (page 236) Use Silence Effectively (page 237) Adapt Your Communication to Match the Task and the Relationship (page 239) Read your assigned section. Create a poster to share out with the class.

Communication Skills Self-Reflection: When you think about being a member of a collaborative group, what type of role do you typically play? In other words, do you normally take charge or do you more readily sit back and listen? Does your interactional mode depend upon the members of the group? How might your natural style of communicating and working in a group enhance or detract from a successful collaborative experience?

Self-Awareness Survey Answer the questions as honestly as you can Use the scoring guide on page 2 to get your listening score.

Collaborative Activities With a partner: Discuss Question 3 on pp. 240 Share with the class.

Homework Due Next Week (9/26/16): Due Week 5 (10/3/16): Read Chapters 10: Using Statements & Chapter 11: Asking Questions Be prepared for discussion of questions 1, 4, 5 & 6 on pp. 264-265. Be prepared for discussion of questions 1, 3, & 4 on p. 291. Due Week 5 (10/3/16): Read Chapters 12: Difficult Interactions Long-Term Assignments: Staff Development Presentations start next week. Check your presentation date.