1. Let’s Take a Journey… Effective Communication

2. Introduction: What is effective communication?
Agenda
Introduction: What is effective communication?
Response: Communications Style Inventory/Reflection
Presentation: Skills, Phrasing and Conferencing
Response: Role Play
Action Plan: Communication Journals
Evaluation: Post Inventory

3. What is Effective Communication: A Working Definition
Effective communication is the process of creating a shared perspective between two or more people with the focus on defining concerns in observable and measurable terms in a collaborative and mutually respectful environment.

4. Effective Communication- What it’s not!
Finishing others’ sentences
Preparing our response before someone is done speaking
Multitasking while “listening”.
Filtering content or meaning based on the speaker.
Speaking for others (we…).

5. Effective Communication: What does it look like?
Active Listening- fully present in the conversation
Positive Rapport- develop trust and sincerity
Wait Time-Not jumping into the silence

6. Communications Style Inventory

7. So, what’s the verdict?
If you circled the G and D, you tend toward being a Controller/Director.
If you circled the O and D, you show many qualities of a Promoter/Socializer.
If you circled the O and I, you’re predominantly a Supporter/Relater.
If you circled the G and I, you have lots of Analyzer/Thinker characteristics.

8. Methods of Communication

9. Face to Face Pros: Direct Preferred by Most People Includes Non-verbal
Cons:
More Uncomfortable with Difficult Topics
Difficult to Schedule
Reactive Responses

10. Telephone or Voicemail
Pros:
Saying it easier/quicker than writing it.
Can be done at any time.
Cell phones are everywhere!
Cons:
Can be unclear/misunderstood.
No documentation.
Allows people to avoid you.

11. Email Pros: Communicate ANY TIME!
Provides documentation of info sent/received.
Allows for attachments.
Cons:
Must know etiquette.
No guarantee of a response.
Text only (without voice, tone and non-verbal cues) easier to misinterpret.

12. Effective Communicators
What they do….
What they don’t do…
Reflects on what, where, when, and how to
communicate .
Adjusts communication style to the developmental needs of mentee.
Respects the confidentiality of the mentor-mentee relationship.
Self-discloses one’s own professional challenges.
Models effective helping relationship skills.
Do not make the conversation autobiographical. It is not about you!
Do not ask for details that are not needed to help.
Do not give the solution – try to get the person to find their own solution.

13. Communication Skills Employed by a High-Performance Mentor
Encourages, praises, and holds high expectations for the mentee.
Projects a positive disposition toward the teaching profession.
Avoids criticism of students, parents, and colleagues.
Models personal and professional self-efficacy.
Shares own professional challenges
Models effective helping relationship skills.

14. Conferencing Guidelines

15. Stage One: The Pre-Observation Conference
Purpose: To set goals for the observation.
Tasks:
Negotiate instructional content, lesson objectives, and teaching strategies.
Target instructional behaviors to be observed.
Ask the mentee for a feedback focus-something specific they may want you to obsersve.
Establish trust and collaboration.
Podsen and Denmark (2007)

16. Stage Two: The Observation
Purpose: To record observable patterns and learning.
Tasks:
Record samples of behavior that
relate to effective teaching behaviors.
Collect data systematically and
objectively using descriptive language.
Observe for specific behaviors and
their impact on the learning process.
Podsen and Denmark (2007)

17. Stage Three: Analysis and Strategy
Purpose: To analyze data, identify teaching strengths and growth areas, and give feedback.
Tasks:
Review the data collected.
Relate to effective teaching strategies.
Identify teaching strengths and professional growth targets.
Plan for post-observation conference.
Podsen and Denmark (2007)

18. Stage Four: Post-Observation Conference
Purpose: To enable the mentee to reflect on their teaching performance.
Tasks:
Establish the conference climate.
Present data.
Share interpretations.
Encourage critical thinking.
Identify teaching strengths and professional growth targets.
Podsen and Denmark (2007)

19. Developing Effective Communication Skills…The Language of Support

20. Language of Support
Paraphrasing – Letting the teacher know you hear, understand, and care. Clarifying – Letting the teacher know you hear, but you’re not sure of what you heard. Directly related to what has been said. Purpose to make information more specific and observable. Mediating – Allowing the teacher to reflect or raise awareness. Imagining – helping the teacher to think about alternatives.

21. You have said many things… Clarifying Let me see if I understand…
Paraphrasing
In other words…
So, you want…
First, you want to…
So, you think…
You have said many things…
Clarifying
Let me see if I understand…
So, you are suggesting…
Tell me how that idea is like (or different from)…
How is your thinking now compared to when we started?
Mediating
What criteria might you use….?
What would it look like if?
How was…different from…?
How do you determine…?
Imagining
What are some strategies you might use?
To what extent might…work in your situation?
What else are you considering?
Role Play with Language of Support
Think of a professional situation you have dealt with and would like to discuss with a colleague. For each round, try to use at least one:
Paraphrasing statement
Clarifying statement or question
Mediating question
Pausing and silence
Three member group: Mentor, Mentee, Observer. Conduct three role plays so that each person has the opportunity to be the mentor, mentee, and observer.
Debrief.

22. Communication Barriers
Criticizing
Name calling
Diagnosing
Praising Evaluatively
Ordering
Threatening
Moralizing
Excessive questioning
Advising
Diverting
Logical argument
Reassuring
Others???

23. Practicing Positive Communication
Establish a relationship beyond the mentor/mentee dynamic.
Use the ‘Language of Support” when working with your mentee.
Avoid communication barriers.
Utilize a communication journal
as a means for both the
mentor and mentee to
reflect and respond.

24. Module Evaluation