EFFECTIVE COMMUNICATION
WELCOME
EFFECTIVE
COMMUNICATION:
HOW TO ENSURE YOUR
STUDENTS
MASTER THIS
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GLO
Let’s quickly review what we discussed
yesterday and Monday
We talked about 10 communication skills.
EFFECTIVE COMMUNICATION
5 listening skills…
1. Focuses on the speaker…eye
contact, body language
2. Eliminates distractions
3. Understands what is unspoken
4. Knows their bias
5. Understands what they know and
don’t know about the subject
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5 speaking/writing skills…
1. Knows and understands their
audience
2. Is clear on the goal of their
communication
3. Uses the best form of communication
in relationship to their goal
4. Understands the importance of timing
5. Knows how the setting for
communication impacts its
effectiveness
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Goals for Today
1. Message delivery
2. Second Communication Assessment
3. Evaluation of Activities
4. Best Practices
5. Reflection
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Good communicators know that there
are 4 factors related to message
delivery:
Best form of communication
Timing of the communication
Location
Supporting evidence
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These 4 factors will determine how
effective your message is received.
Understand that in reality all the factors
work together.
You could have the best delivery form,
but not know your audience and you
wont’ be a good communicator.
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For this class we are focusing on one of
them at a time, but they never work
independently of one another in the real
world.
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Again, the four factors related to
message delivery are:
-Form of the communication
-Timing of the communication
-Location of the communication
-Providing supporting evidence
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In which of the following situations
would you consider talking to someone,
leaving a message to have the person
please call you back, or leaving a
detailed message as to why you
called?
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1. Their child is being suspended from
school for fighting.
2. You caught their child cheating on a
test.
3. Their child exposed themselves to
another student.
4. You can’t get their child to stop
crying and the child won’t tell you
why they are crying.
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Letters and other types of written
communication.
One of the advantages of written
communication is that, similar to email,
it provides documentation of the
message sent.
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If the message is formal or detailed, it is
essential that it is presented in a written
form (letter, text, email). Think of
contracts, grade reports, letters to
parents, communications with district
personnel, etc.
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Written messages also allows the
person receiving the information time to
process and review it.
It is the best “form” for detailed or large
amounts of information.
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This is one of the reasons we put this
Powerpoint and all the Powerpoints we
present in our classes on Joe’s website
for you to download.
If we go to fast, you miss part of a
class, you were day dreaming, you
simply wanted to confirm what you
thought was the expectation, etc while
Dave is presenting, you can go back
over the Powerpoint at any time
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Know that there is a big difference
between handwritten, typed or form
letters.
When is the last time you received a
handwritten letter from someone?
Did you read it with a different energy
or focus?
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Research says you do!
When given both with the same
information, the retention on
handwritten communication is 30%
more higher.
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Having someone else deliver the
information…
By far the worst “form” of
communication.
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A couple of factors.
1. The message itself can be altered by
this third person. This may be
unintentional as they interrupt what
you wanted them to say.
2. Each message comes with a
perspective and tone. That is lost as
the third person communicates it
with their perspective and tone.
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3. If the person receiving the
communications has questions, you are
dependent upon the third party person to
answer how they think you might answer
those questions.
Think of your student trying to convey a
message you sent home orally to their
parents.
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Facebook/social media…
Horrible “form” for anything but very
generic and trivial information.
Your only ability to put tone and
perspective on the communication is to
bold type or capitalize all the words.
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How many times are people posting the
following message after one of their
posts or tweets.
“I apologize to anyone I might have
offended with my earlier comments. That
was not my intention.”
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Think of how important “form” is in your
job.
-How do you want your Principal to tell
you about a parent that is upset with
you?
-How do you want your Principal to tell
you that they are changing the subject
or grade level that you will be teaching
next year?
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One of the best examples of the
importance of using the best “form” of
communication is in the break-up.
Almost everyone in here today has been
on one side or the other of a break-up.
You either broke up with someone, or
they broke up with you.
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1. Form…break-up
-Email
-Tweet
-Text
-In person
-Phone
-Letter
-Have someone else tell you
-Change your relationship status on FB
-Just quit answering their calls
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So who would like to get this…
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Our goal in the previous slide was to
show how using a very poor form of
delivery made a sad situation even
worse.
The form of communication they chose
told you a lot about them…or said a lot
about the person who received it.
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Think about the form you use when
talking to parents about their child…
•
•
•
•
•
Not doing well on a test
Getting caught for cheating
Getting tested for SPED
Assaulting another student
Skipping school
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Turn to page #9 in your Portfolios.
Create an activity related to best form
of communication.
Same drill.
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2. Timing…
There is a line in life that says… “Timing
is everything.”
The “When” of the communication is
very important.
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The next video is of a guy who picked
the wrong “time” to spend talking on his
phone.
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When politicians have bad news to
release, they wait until late Friday
afternoon or when another issue is
taking the spotlight in the news.
They attempt to bury it and have it get
lost in all the other news.
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Just over a week ago, John Boehner
resigned as Speaker of the US House
of Representatives.
When did he decide to resign…
Right in the middle of a visit to the
United States by Pope Francis.
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As the 24 hour news channels are
always looking for material, give it to
them when they have an abundance of
material…the Pope’s visit.
Not when it could be the only story.
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Have you ever had a Principal see you
on Friday afternoon when you are
leaving the building and says, “I need a
few minutes with you to discuss
something. Let’s talk first thing Monday
morning. Have a great weekend.”
Horrible timing…you can spend the
weekend wondering what they want to
talk about.
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Ask your students when is the best time
to approach you with a question.
See how good they are at knowing you!
At recess?
At lunch?
Before school?
After school?
Before the bell rings?
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When was the best time and worst time
to approach your parents growing up?
-In the morning when everyone was
busy going off to work or school
-Late at night when they were tired and
didn’t have the energy to fight back
-When they were in a good mood about
something unrelated
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Good news can be given at any time.
Bad news is where “timing” really
comes into play.
Watch the following video and decide if
she had good timing or not.
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Not sure there is “good” time to end a
relationship, but there are “bad” times.
What are some of those “bad” times?
Another scenario…
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You meet this incredible woman and ask
her out. The date is going great and
sparks are flying…
When would you tell her you have been
married before and have a child?
As the woman in this situation, when
would you want to know that bit of
information?
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A good part of this is the concept of
“social intelligence.”
Social intelligence is the ability to read
situations and know what is appropriate
and what is not appropriate in that
situation.
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Guys…if you start asking her out and get
this facial expression, stop and talk about
the weather.
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Think about how you behave differently
in different situations…
-Church
-Upscale restaurant
-Strip club
-Faculty party
-Your spouses’ bosses dinner party
-Bachelor party
-Concert…type of concert, rock or
symphony?
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The language that you use…
Your posture…
How you dress…
The jokes you might make…
The questions that you might ask…
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Did you ever have someone give you a
hard time about something and then
ask you for a favor? You kind of look at
them in disbelief and ask if they have
any clue about how you are feeling
about them at the moment.
Some people lack social intelligence
and don’t understand the importance of
timing.
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There are three types of students with
poor timing.
The first is the student with no “impulse
control.” They know it’s probably a bad
time, but they can’t stop themselves.
The second is the student that is so
self-centered, they are oblivious to
anyone else’s needs.
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The third is the student whose parents
drop everything when their child has a
question or need. These kids have
been conditioned that adults always
respond immediately when they want
anything. Not the real world, but we
must understand from the child’s point
of view, that’s how their world works.
Our job is to “re-educate” that child.
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Students need to know that the
effectiveness, either being understood
or in some cases getting what they
want, is dependent on the “timing” of
their communication.
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Turn to page #10 in your Portfolios.
We want you to come up with an
activity to teach your students the
importance of “timing” in their
communications.
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At your tables, come up with at least
one activity you could do with your
students related to “timing.”
After a minute or two, we’ll share a few
from different grade levels so we can
get an example or two for our portfolio.
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Here’s some examples related to
“timing.”
During class period
During recess or lunch
Before or after school
Regular scheduled test vs. make-up
Procrastination vs. time managed
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Location…
Where you communicate is also
important.
Some places and situations are better
than others.
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The next video is an example of
someone who choose a poor location for
asking a very important question.
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Lawyers have a saying that you never
ask a question of a witness unless you
know the answer.
This guy obviously didn’t know the
answer he was going to get.
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If your Principal needs to let you know
you made an error in judgment, where
would you want them to deliver that
communication?
At a faculty meeting?
In your room after school?
In your room during the day with
students present?
In their office?
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To truly understand the concept of
location related to effective
communication, think about the times
someone picked the wrong location to
deliver their message.
Have you ever had someone talk about
or initiate details of their sex life in line
at the grocery store?
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Do you know that person who talks
about Auntie’s abscessed tooth and all
the puss that was coming out of it while
you’re eating dinner?
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Turn to page #11 in your Portfolios.
Now let’s come up with an example or
two of an activity that addresses the
concept of “location” for your students.
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Here’s some locations in school where it
may be more appropriate to teach a lesson
…
• Classroom
• Field
• Cafeteria
• Gym
• Library
• Computer lab
• Science lab
• Industrial room (Shop)
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Supporting evidence…
Effective communicators present
information and data to support there
opinions, requests, ideas, arguments,
etc.
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Supporting evidence…
What information or facts do you have
that supports your communication?
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This is especially true when we are
attempting to create “shift” in the
thinking of others.
Even if it’s just our opinion, what is that
opinion based upon.
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One effective communication strategy
when using supportive evidence, is
after making your request or state your
opinion, start the next sentence with.
“The reason…I believe this is…”
“The reason…I’m asking you to help
me is…”
“The reason…I’m doing this is…”
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The reason I believe this is a fair
request is that I’m always home by my
curfew, all I’m asking is this one time to
come home late.
The reason I’m asking if it would be
okay to turn my paper in tomorrow Mr.
Dunaway, is that you let other students
in past turn their work in late with no
penalty.
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The reason I’m asking why I have to
stand outside the room Mr. Dunaway, is
that other students are never forced to
stand there when they have been
talking.
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All communication is complex.
Think of the last example of the student
challenging Mr. Dunaway about
standing outside the room.
Timing…is this a good or bad time to
ask Mr. Dunaway a favor. Has he just
given other students a break and now
you’re asking for one as well?
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Location…did you come up to his desk
and ask or did you ask him in front of
other students and make it a “power
struggle” between you and Mr.
Dunaway
My money is on Mr. Dunaway!
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Audience…what do you know about Mr.
Dunaway? Is he in a good or bad
mood? Did he stay out too late the
night before playing music with his
band?
Frame…did you frame it as an open
ended question or as a demanding
statement. A demanding statement
creates a power struggle.
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Goal of communication…not to go out
in the hall and not to make Mr.
Dunaway even angrier at me.
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Supporting evidence…remember last
time I was talking, we made a deal that
if I talked again you would call home
and I was quiet the rest of the class.
How about if we do that and I stay in
class this time.
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As you can see, any type of
communication involves almost every
aspect we have covered in the class.
Asking your Principal to teach a
different grade level next year. Think
about:
Timing…too early or late in the year to
ask?
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Location…privately or in a building
meeting?
Best form…written, verbal, email
Supporting evidence…The reason I am
asking is that I have taught my present
grade for 7 years and need a new
challenge…I have always liked younger
kids.
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Asking someone out on a date.
Best form…Ladies, how do you want to
be asked out? Phone, text, email, card,
in person
Timing…Guys know you love that call
at 7:00 pm asking if you want to go out
at 8:00 pm. It makes the “ladies” feel
so special….yeah right….
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Also we know how much a woman
enjoys that midnight call when we’ve
finally got enough liquid courage in our
system to make our move.
Location…How many of you ladies like
to be asked out in front of other
people? It is embarrassing and puts
you in an awkward position.
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Supporting evidence… “The reason I’m
asking is that I know you don’t have
many dates, so I’m sure you’ll be happy
to go out with me.” (Bad approach)
“The reason I’m asking is that I know
you only go out with good guys, so you
should go out with me.” (Clever, but
may come off as cocky)
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Communication skills aside…it helps if
you look like this when asking woman
out.
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Versus this…no matter how good your
communication skills.
Again, communication is very complex.
We have identified many factors related
to effective communication, but the
reality is that they are all in play at
different times.
Some are more important than others
in a particular communication, but no
factor ever works in isolation.
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Now turn to page #12 in your Portfolios.
Let’s come up with an example or two
of how your students might use the
concept of “supporting evidence.”
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Examples of “supporting evidence.”
students can use to communicate
learning…
Math: rules, formulas, class notes
SS, Sci, ELA: class examples,
references, data, text reading
Citing evidence from the text “according
to the text…”
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Keep in mind …ALL activities can
either be student or teacher centered.
How students communicate with each
other and you to show they are
learning, or how you communicate with
your students to have them achieve or
show growth.
Remember to get CREATIVE and
reflect.
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Let’s review page by page what’s
required for your portfolio.
P. 1 Portfolio requirements
p.2 Communication Skills Assessment.
Initials of students and rate and them in
relation to the 10 communication skills
on a scale of 1 through 5. 1 being the
lowest and 5 the highest.
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P. 3 “Active Listening” which involves
focusing on the speaker, eliminating
distractions and listening and not just
hearing.
Examples of activities:
• Student tally sheet of classmates
• Following instructions assignment
• Cornell notes
• Homework or test
• interviews
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p. 4 “Awareness of Bias”. Understanding
the difference between Bias and prejudice
helps. Bias is preferring one over another,
prejudice is holding something against
another.
Examples of Activities:
•
•
•
•
•
Observing who children play with (Tally sheet)
Observing what children will eat (tally Sheet)
Discussion on bias (essay)
Hands on vs. lecture (work)
Stduent discussion vs. teacher led (work)
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P. 5 “Understanding knowledge” What
they know and don’t know about a
subject.
Examples of activities:
Pretest (formative assessment)
What students know about a subject (Essay)
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p. 6 “Framing” how do we want people
to look at a message or
situation…neutral, positive, negative.
Examples of activities:
Beginning of a unit
Reading a story
Taking a test, retest, or final exam
Writing a paper or essay
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p. 7 “knowing your Audience”
understand who you are
communicating with…
Examples of activities:
lecture on knowing your audience, then
essay, interview, test, CR, PT
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p. 8 “Goal” Understanding the overall
goal of the message. For a students, it is
almost always to communicate learning
and understanding. It can include
entertain, inform, shift, or socialize.
Examples of Activities:
Almost ANY formative or summative
assessment.
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p. 9 “Form” for a student, it is mostly
deciding on the most appropriate form to
communicate knowing something.
Examples of activities:
ANY formative or summative assessment!
Writing assignment, test, essay, science
report, project, interview, video, powerpoint, drawing, graphic organizer.
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p. 10 “Timing” Understanding that timing
of communication has an impact on the
message.
Examples of activities:
Timeliness of homework or
assignments…late work, incomplete
assignments, retests, communicate a lack
of value.
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p. 11 “Location” understanding that the
location of the communication impacts
the effectiveness of the message.
Examples of activities:
• indoors- classroom setting
• Outdoors-the field, gym, hallway,
playground
• Cafeteria
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P. 12 “Supporting Evidence” What
information or facts do you have that
supports your communication? Data,
Rules, Laws, Reference Information,
Primary/Secondary sources.
Examples of Activities:
• Cornell Notes
• Bibliographies
• References
• Citing evidence from the text
• Interviews
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P. 13 Communication Skills
Assessment. (After)
Initials of students and rate and them in
relation to the 10 communication skills
on a scale of 1 through 5. 1 being the
lowest and 5 the highest.
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p. 14 “Evaluation of Activities”
What we want hear is for you to look
back at your activities and pick 3
different activities that you want to
highlight in regards to the 10
“Communications Skills” we covered.
Preferably the activity that worked the
best with your students.
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P. 15 “Captions”
Pick 3 different students work that you
didn’t use earlier for the captions for
this page.
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P. 16 “10 Best Practices”
List the 10 best activities.
If you used one activity to cover two or
three Communication Skills, then you
may have to borrow an activity or two
from a colleague.
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Piggy Backing on that last statement…
You are able to use one activity to
cover more than one Communication
Skill.
Example: Field trip to the zoo.
• Active Listening-journal entry
• Understanding what they know and
don’t know-Journal entry
• Location-place where most learning
can happen
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• Supporting Evidence-Expert
Review
3 “Active Listening” Activities (6 pieces of
evidence)
3 “Message Development” Activities (6
Pieces of evidence)
4 “Message Delivery” Activities (8 pieces of
evidence)
3 “Overall Activities” REPEAT (3 Pieces of
evidence)
Total of: 23 Pieces of student evidence
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Again………ALL activities can either
be student or teacher centered. How
students communicate with each other
and you to show they are learning, or
how you communicate with your
students to have them achieve or show
growth.
Remember to get CREATIVE and
reflect.
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We want you to walk out of here today
with a clear idea of what is expected of
you in the Portfolio.
I will stay as long as needed to answer
any questions you might have.
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The next class session is January 16th.
We will meet here at 9:00 am.
Mahalo for supporting our classes.
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