Let’s Take a Journey…
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
What is Effective Communication:
A Working Definition
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…).
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
Communications Style Inventory
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.
Methods of Communication
Face to Face
Pros:
• Direct
• Preferred by Most People
• Includes Non-verbal
Cons:
• More Uncomfortable with Difficult Topics
• Difficult to Schedule
• Reactive Responses
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.
Email
Pros:
• Communicate ANY TIME!
• Provides documentation of info sent/received.
• Allows for attachments.
Cons:
• Must know EMAIL etiquette.
• No guarantee of a response.
• Text only (without voice, tone and non-verbal cues)
easier to misinterpret.
Effective Communicators
What they 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.
What they don’t do…
• 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.
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.
Conferencing Guidelines
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)
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)
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)
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)
Developing Effective
Communication Skills…The
Language of Support
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.
Paraphrasing
•
•
•
•
•
In other words…
So, you want…
First, you want to…
So, you think…
You have said many things…
Mediating
•
•
•
•
What criteria might you use….?
What would it look like if?
How was…different from…?
How do you determine…?
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?
Imagining
• What are some strategies you
might use?
• To what extent might…work in
your situation?
• What else are you considering?
Communication Barriers
•
•
•
•
•
•
•
Criticizing
Name calling
Diagnosing
Praising Evaluatively
Ordering
Threatening
Moralizing
• Excessive
questioning
• Advising
• Diverting
• Logical argument
• Reassuring
• Others???
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.
Module Evaluation