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Effective Communication and Teaching

Effective Communication and Teaching. By Dr R G Tated. EVERYTHING CAN BE IMPROVED FURTHER. SKY IS THE LIMIT. APPLICABLE FOR ENGINEERING AND TECHNOLOGY. IT IS ALSO TRUE FOR EDUCATION AND TRAINING. COMMUNICATION IS BASIC TO T-L PROCESS. IN THE TEACHING-LEARNING PROCESS THE STUDENT

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Effective Communication and Teaching

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  1. Effective Communication and Teaching By Dr R G Tated

  2. EVERYTHING CAN BE IMPROVED FURTHER SKY IS THE LIMIT APPLICABLE FOR ENGINEERING AND TECHNOLOGY. IT IS ALSO TRUE FOR EDUCATION AND TRAINING.

  3. COMMUNICATION IS BASIC TO T-L PROCESS IN THE TEACHING-LEARNING PROCESS THE STUDENT SHOULD BE THE CENTRE OF ALL OUR ACTIVITIES. IF YOU WANT TO TEACH RAMESH COMPUTER TECHNOLOGY, IT IS NOT ENOUGH TO KNOW C.T., IT IS ALSO NECESSARY TO KNOW RAMESH !

  4. TEACHING-LEARNING PROCESS EFFECTIVE STUDENT ORIENTED EFFICIENT COMMUNICATION

  5. THE MAIN AIM OF THIS PRESENTATION IS TO HELP YOU COMMUNICATE BETTER, IN VARIETY OF WAYS. EFFECTIVE COMMUNICATION DOES NOT JUST HAPPEN. IT IS CAREFULLY PLANNED. PRE-REQUISITES • INTEREST IN TRAINING/ TEACHING • COMMITMENT FOR IMPROVEMENT • WILLINGNESS TO INTROSPECT • DESIRE FOR INNOVATION.

  6. OBJECTIVES • 1. COMMUNICATE EFFECTIVELY & EFFICIENTLY IN • DIFFERENT SITUATIONS, VERBALLY & NON-VERBALLY AND USING VARIETY OF INSTRUCTIONAL RESOURCES. • 2. USE THE PSYCHOLOGICAL PRINCIPLES OF EFFECTIVE COMMUNICATION. • 3. IDENTIFY THE BARRIERS TO COMMUNICATION. • 4. SUGGEST WAYS TO MINIMISE THE EFFECT OF VARIOUSARRIERS TO COMMUNICATION. • PLAN FOR PURPOSEFUL STIMULUS VARIATION • IN TEACHING. • 6. TAKE ACTIONS TO MAKE THE COMMUNICATION MORE • EFFECTIVE.

  7. WHAT IS COMMUNICATION? COMMUNICATION IS THE ART AND SCIENCE OF CONVEYING MESSAGES COMPLETELY AND WITHOUT DISTORTION FROM ONE HUMAN BEING TO ANOTHER.IT IS A TWO WAY COMMUNICATION. COMMUNE MEANS “TOGETHER” OR “COMMON”.

  8. Rm = 1 Sm COMMUNICATION CAN BE SEEN AS A PROCESS OF CREATING MEANING. MEANING IS NOT TRANSFERRABLE. WHAT IS TRANSFERRABLE IS THE MESSAGE. MEANING IS GENERATED FROM WITHIN. MEANING IS THE RESULT OF INTERPRETATION OF THE MESSAGE BY THE RECEIVER. Rm = MEANING DERIVED BY THE RECEIVER Sm = MEANING INTENDED BY THE SENDER SYMBOLICALLY

  9. COMMUNICATION MAY ALSO BE DEFINED AS THE PROCESS, HAVING THE GENERAL PURPOSE OF FULFILLING THE RECEIVER’S NEEDS OF INFORMATION, IN WHICH, MESSAGE IS TRANSFERRED THROUGH CHANNELS FROM THE SENDER TO THE RECEIVER, RESULTING IN AN UNDERSTANDING RESPONSE. PLANNED COMMUNICATION MAKES TIME TICK FASTER

  10. TYPES OF COMMUNICATION NON-VERBAL VERBAL • GESTURE • POSTURE • BODY MOVEMENT • FACIAL EXPRESSIONS • EYE EXPRESSIONS • HEAD MOVEMENTS SPOKEN WRITTEN TO EXPRESS IDEAS, OPINIONS, AND BELIEFS TO EXPRESS EMOTIONS, FEELINGS ETC.

  11. GENERAL COMMUNICATION MODEL NOISE MESSAGE CHANNEL CHANNEL SENDER RECEIVER FEED BACK

  12. GENERAL COMMUNICATION MODEL NOISE MESSAGE CHANNEL CHANNEL SENDER RECEIVER FEED BACK

  13. AN ENGINEERING MODEL CHANNELS ENCODER DECODER RECEIVER SENDER IDEA OR MESSAGE SENT IDEA OR MESSAGE RECEIVED NOISE FEEDBACK

  14. CHANNELS ENCODING SIGHT MESSAGE VERBAL,VISUAL LANGUAGE, SYMBOLS, FORMULAE, DIAGRAMS, GRAPHS, SKETCHES, PHOTOGRAPHS, DIFFERENT METHODS, TECHNIQUES CONCEPTS, PRINCIPLES, PRACTICES, APPLICATIONS HEARING TOUCH SMELL TASTE SENSES OF PERCEPTION

  15. SIGHT HEARING TOUCH SMELL TASTE NOISE OR COMMUNICATION BARRIERS PERCEIVED MESSAGE DECODING OF MESSAGE FEEDBACK IN TERMS OF DISCUSSION, QUESTION & ANSWER FROM TRAINER & TRAINNES.

  16. COMMUNICATION CHANNELS

  17. % OF LEARNING THROUGH EACH OF THE SENSES

  18. ONE PICTURE IS WORTH A THOUSAND WORDS

  19. COMMUNICATION BARRIERS NOISE - FACTORS CAUSING DISTURBANCES 1. PREVIOUS KNOWLEDGE, SKILLS AND ATTITUDES 2. PREVIOUS EXPERIENCES 3. PREJUDICE (BELIEFS AND PREFERENCES) 4. DISINTEREST 5. IMPERCEPTION 6. DAY DREAMING 7. VERBALISM 8. REFERENT CONFUSION 9. PHYSICAL DISCOMFORT

  20. COMMUNICATION BARRIERS EXPERIENCE PREVIOUS KNOWLEDGE DISINTEREST REFERENT CONFUSION PREJUDICES VERBALISM IMPERCEPTION DAY DREAMING DISCOMFORT INSTRUCTIONAL INPUT INSTRUCTIONAL OUTPUT

  21. HOW TO OVERCOME COMMUNICATION BARRIERS? KNOWN TO UNKNOWN SIMPLE TO COMPLEX WHOLE TO PART & PART TO WHOLE NEW KNOWLEDGE,NEW EXPERIENCES, NEW SKILLS PRETEST, BIODATA OF TRAINEES, INTERVIEWS, SKILL TESTS PREVIOUS KNOWLEDGE,SKILLS, ATTITUDES PREVIOUS EXPERIENCES, PREJUDICE (BELIEFS & PREFERENCES)

  22. DISINTEREST MAY RESULT DUE TO 1. SLOW MOVING SESSION 2. UNNECESSARY REPETITION 3. IRRELEVANCE TO IMMEDIATE NEEDS 4. POOR PRESENTATION 5. MONOTONY TO OVERCOME THE BARRIER USE DIFFERENT INSTRUCTIONAL MEDIA LIKE CHARTS, SLIDES, OHP TRANSPARENCIES, DYNAMIC DISPLAYS, MODELS, MOTION PICTURES, VIDEO, USE VARIETY OF TRAINING METHODS, PROMOTE ACTIVE PARTICIPATION OF THE TRAINEES.

  23. PERCEPTION IT IS THE PROCESS BY WHICH THE HUMAN BRAIN CONSTRUCTS AN INTERNALREPRESENTATION OF THE OUTSIDE WORLD.; IT IS THE PROCESS BY WHICH WE BECOME AWAREOF CHANGES. (THROUGH THE SENSES OF SIGHT, HEARING ETC.) ; IT IS AN ACT OR POWER OF PERCEIVING. IMPERCEPTION THE INACCURATE CONCLUSIONS DRAWN ON THE BASIS OF WHAT OUR SENSES TELL US RESULTS IN IMPERCEPTION.

  24. IMPERCEPTION

  25. DIFFERENT PERSONS PERCEIVE DIFFERENTLY THOUGH THEY MAY SEE THE SAME THING

  26. DAY DREAMING AND VERBALISM PROVIDE MULTISENSORY EXPERIENCES NOT BLA - BLA - BLA !

  27. VERBALISM TO AVOID THIS BARRIER USE MORE VISUALS INSTEAD OF MORE EXPLANATION A PICTURE IS WORTH A THOUSAND WORDS

  28. RETENTION RATE 25 50 75 100 % 85 AUDIO - VISUAL 65 72 VISUAL ONLY 20 70 AUDIO ONLY 10 3 DAYS LATER 3 HOURS LATER

  29. Effective Communication Using Transactional Analysis TA: INTRODUCTION • Every Man’s Psychology, People Technology • Scientific Basis, 3R • Explains individual differences and behaviour • Model for studying interpersonal relationships • Framework for Analysing Communication problems • Helps in dealing with a variety of people • A framework for change • Addressing Human Rights Issue …

  30. What is Transactional Analysis? • Developed by Eric Berne who believed that the majority of our life experiences are recorded in our subconscious minds in an unaltered fashion and become a part of the way we behave • The behavior is subconsciously designed to get reactions and determine how others feel about us. • A method of dealing with behavioral disorders • Can be used to manage classroom behavior if we understand that children’s acceptable and unacceptable behavior is designed to ascertain how others feel about them

  31. What is Transactional Analysis?

  32. Transactional Analysis • Eric Berne was born in 1910 in Montreal, Canada. His father was a doctor & his mother was an editor. • His father died at age 38, when Eric was 9 • Earned MD in 1935 from McGill Univ • Became a US citizen and served in Utah during WWII, practicing group therapy • Was denied membership in the Psychoanalytic Institute in 1956 • This brought about his rejection of psychoanalysis and was a turning point in his life • Wrote the book Games People Play • Died of a heart attack in 1970 at the age of 60

  33. Stimulus 1 2 Response Stimulus Response Transactional Analysis

  34. Three Ego States • Parent Ego State • Child Ego State • Adult Ego State Ego States

  35. P Parent Ego State It consists of experiences from the first five years in life. It is the state from which behaviors to control others are employed. External factors Taught Concept

  36. C Child Ego State It is “recorded” during the parent ego state. State when feelings rule. Internal factors Felt Concept

  37. By monitoring the parent and child ego states, it alters automatic behaviors that would normally occur. A Adult Ego State Edited/Corrected Concepts Thought Concept

  38. Transactional Analysis • Four basic life scripts: • I’m OK, you’re OK – ideal • I’m OK, you’re not OK – get away from me • I’m not OK, you’re OK – I’ll never get anywhere • I’m not OK, you’re not OK – get rid of each other

  39. TA BASED 3R P A C “We in the administration are in a better position to determine what’s best for this university and what’s best for you” “Now if you’ll go home peacefully, we’ll talk about your demands later”. “Now if you know what’s good for you, you’ll clear out of here before it’s too late”.

  40. Stimulus (1) “Workers today aren’t like they used to be.” Response (2) “You’re right. All that my men think about is what they can get away with.” 1 P P 2 A A C C Complementary Transaction: Parent-Parent

  41. P P Stimulus (1) “What kind of a raise can we expect this year?” Response (2) “I think we’re getting Rs. 5000.” 1 A A 2 C C Complementary Transaction: Adult-Adult

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