2 Introduction: What is effective communication? AgendaIntroduction: What is effective communication?Response: Communications Style Inventory/ReflectionPresentation: Skills, Phrasing and ConferencingResponse: Role PlayAction Plan: Communication JournalsEvaluation: 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’ sentencesPreparing our response before someone is done speakingMultitasking 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 conversationPositive Rapport- develop trust and sincerityWait Time-Not jumping into the silence
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.
9 Face to Face Pros: Direct Preferred by Most People Includes Non-verbal Cons:More Uncomfortable with Difficult TopicsDifficult to ScheduleReactive 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 tocommunicate .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 challengesModels effective helping relationship skills.
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 thatrelate to effective teaching behaviors.Collect data systematically andobjectively using descriptive language.Observe for specific behaviors andtheir 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 SupportParaphrasing – 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… ParaphrasingIn other words…So, you want…First, you want to…So, you think…You have said many things…ClarifyingLet 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?MediatingWhat criteria might you use….?What would it look like if?How was…different from…?How do you determine…?ImaginingWhat are some strategies you might use?To what extent might…work in your situation?What else are you considering?Role Play with Language of SupportThink 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 statementClarifying statement or questionMediating questionPausing and silenceThree 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 CriticizingName callingDiagnosingPraising EvaluativelyOrderingThreateningMoralizingExcessive questioningAdvisingDivertingLogical argumentReassuringOthers???
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 journalas a means for both thementor and mentee toreflect and respond.