Presentation on theme: "Communication Skills Anyone can hear. It is virtually automatic. Listening is another matter. It takes skill, patience, practice and conscious effort."— Presentation transcript:
1 Communication SkillsAnyone can hear. It is virtually automatic. Listening is another matter. It takes skill, patience, practice and conscious effort.
2 I’m Listening… In pairs, select a speaker and listener Speaker talks about topic of choiceListener listens without commentingSARAHGive 90 seconds for each person to just talkWhen done, ask, how did that feel? How was it for speaker? Listener?
3 Unproductive Patterns of Listening Judgment/CriticismAutobiographical ListeningInquisitive ListeningSolution ListeningLeadership Development, Office of Professional and Organizational Development, HCPSSANGELA and MARIAAssign tables one of the four patterns and ask them to read and discussFrom each table, ask for one example of the specific patternID how these patterns hinder problem solving but we do them all the time
4 Productive Listening Listen to what is said and not said Observe body languageNotice what words are used and how something is expressedValidate a person’s perspectiveShow compassionStay open in situations with conflict, anger and/or painBreathe and allow space for warmth, grief, humorANGELA and MARIA
5 Productive Communication DialogueThe capacity of participants to suspend assumptions and genuinely ‘think together.’Participants are oriented toward developing a shared understanding of a topicListeningUnderstand another’s point of viewExpress another person’s ideas, emotions and problemsANGELA and MARIASenge, P. M., (1990) and Senge, P., (2000)
6 Key Communication Skills Collaborative SkillsUse these the mostParaphrasingPerception CheckingClarifying QuestionsRequesting ClarificationSummarizingRelevant QuestionsOffering InformationActive and Attentive ListeningMARIANot as collaborativeUse sparingly
7 Paraphrasing Case Manager gives back information shared by Teacher In own wordsIn more specific and observable termsT: Johnny’s reading comprehension is really low, he doesn’t seem to understand anything that he reads and only responds when I read aloud. He doesn’t even try.C: It sounds like Johnny is having a difficult time with understanding text when he reads it but has an easier time when it is read to him.MARIA
8 ParaphrasingHelps ensure that the Teacher knows that his/her statement was heard and understoodHelps to clarify the concern for both the Teacher and the Case ManagerHelps to develop the collaborative relationship between Teacher and Case ManagerThe Case Manager chooses what to paraphrase
9 Paraphrasing Stems Stay away from So what I think I’m hearing you say is. . .Let me see if this sounds right. . .Let me see if I understand you. ..Stay away fromWhat you mean is. . .What you are trying to say is. . .You’re saying that. . .
10 Perception CheckingReflecting back the emotions that the teacher is conveyingT: I ask and ask and ask and still, I get no work completed from him! I go out of my way to help him out, giving up my planning time, and calling home, but still I get nothing!C: Wow, it really sounds like you’ve tried a lot. This really sounds like a frustrating situation.
11 Perception Thinking Use this skill sparingly Stems: Don’t let it turn into a therapy sessionKeep the conversation focused on problem solvingStems:That sounds frustratingShe sounds like a hand full
12 Clarifying Questions Requesting Clarification Clarifying Question has 3 elements:A questionDirectly related to what teacher has saidPurpose is to make the information more specific and observableRequesting ClarificationSame as above, but in statement format
13 Clarifying Questions Requesting Clarification T: I go over the words before we read and it doesn’t seem to help her understand.C: How do you “go over” the words? (clarifying question)C: Help me understand what you do to “go over” the words. (requesting clarification)
14 Clarifying Questions Requesting Clarification Stems: Clarifying QuestionsDo you mean?How does. . . look in your class?Would you tell me a little more about that?Stems: Requesting ClarificationHelp me understand more about. . .Could you give me an example of . . .Let’s talk about what happens when . . .Explain to me what you mean by. . .
15 SummarizingTakes a large chunk of information and puts it into concise forms that is specific and observableCan be usedBeginning of meeting - summarize what occurred during previous meetingMiddle of meeting - when a lot of information has been shared and the CM wants to ensure being on same page with TeacherEnd of meeting - to summarize what has occurred during meeting
16 Relevant Questions Relevant Question has 3 elements: A questionNot directly related to what the teacher has saidPurpose is to introduce new informationT: He has difficulty writing. He can tell me what he wants to say but has difficulty putting it down on paper.C: Does he have difficulty getting his work done?
17 Relevant QuestionsWe’re really good at relevant questions, but these should be used sparingly.For best results. . .Don’t change the direction of the problem-solving with a relevant question until all the clarifying information about the concern has been elicited.Use specific questions to get additional information about the student’s Prior Knowledge, Instructional techniques used in classroom, and Tasks given to the student
18 Offering Information Sharing relevant or research-based information Leave “should” and “ought” out of conversation. Don’t give advice.C: We know that 80-90% of behavioral concerns have an underlying academic cause.ORC: Often students have trouble staying on task if they feel like they won’t be successful. It’s better to say, “I didn’t try” than “I tried and still couldn’t do it.”
19 Active and Attentive Listening Using non-verbals to show that you are actively engaged in listening to the teacher
20 Practice: Relevant or Clarifying T: Getting his writing completed is a big problem. He’ll sit for a few minutes after I’ve given the instructions, and then he’ll get out of his seat to either ask me a question or sharpen his pencil. When the time is up, he’ll only have a few words written.Write a question for the teacher. Try to decide if your question is Clarifying, Relevant, or Irrelevant.
21 PracticeExcerpt from a meeting between a teacher and a case manager:“Nelson is intent on manipulating situations to get everyone to focus their attention on him. When they don’t pay attention to him, he pouts or talks back if he doesn’t get his way. This is the kind of behavior I see at times when things are not going well for him. If he gets help immediately or is going through an activity successfully, I don’t see these behaviors. If he’s frustrated or down about something… well, we don’t get a whole lot done!”ANGELAIn Pairs:What statement could the case manager make toparaphrase?Perception check?Clarify?What response seems like it would fit best? Why?