Communication:

1. Communication: An Introduction to Effective Communication in the School Setting

2. Welcome • Class norms • Introduction to the site and how to navigate the course. • Icebreaker • Pretest

3. What is Communication? • Communication is the process of transferring information. • The process can be effective or ineffective depending on the skills and understanding of the individuals involved. • Communication involves verbal skills, nonverbal skills and listening skills. • Psychology also plays a role in communication.

4. Communication and Maslow’s Hierarchy

5. http://changingminds.org/explanations/needs/maslow.htm • Maslow's Hierarchy • Explanations > Needs >  Maslow's HierarchyThe hierarchical effect | The five needs  | Three  more needs | So what? • In 1943 Abraham Maslow, one of the founding fathers of humanist approaches to management, wrote an influential paper that set out five fundamental human needs needs and their hierarchical nature. They are quoted and taught so widely now that many people perceive this model as the definitive set of needs and do not look further. • The hierarchical effect • A key aspect of the model is the hierarchical nature of the needs. The lower the needs in the hierarchy, the more fundamental they are and the more a person will tend to abandon the higher needs in order to pay attention to sufficiently meeting the lower needs. For example, when we are ill, we care little for what others think about us: all we want is to get better. • Click on the needs in the diagram below for more detail, or read below for a quick summary of each. • The five needs • Physiological needs are to do with the maintenance of the human body. If we are unwell, then little else matters until we recover. • Safety needs are about putting a roof over our heads and keeping us from harm. If we are rich, strong and powerful, or have good friends, we can make ourselves safe. • Belonging needs introduce our tribal nature. If we are helpful and kind to others they will want us as friends. • Esteem needs are for a higher position within a group. If people respect us, we have greater power. • Self-actualization needs are to 'become what we are capable of becoming', which would our greatest achievement. • Three more needs • These are the needs that are most commonly discussed and used. In fact Maslow later added three more needs by splitting two of the above five needs. • Between esteem and self-actualization needs was added: • Need to know and understand, which explains the cognitive need of the academic. • The need for aesthetic beauty, which is the emotional need of the artist. • Self-actualization was divided into: • Self-actualization, which is realizing one's own potential, as above. • Transcendence, which is helping others to achieve their potential.

6. So what? • Using it • To distract people from higher needs, threaten their lower needs. It is no surprise that poison has been effectively used to bring down kings and princes without necessarily killing them. • Perceive and help people to meet the needs on which they currently focused. Their attention is here and they will thank you for assistance in meeting their present needs. • Encourage them reach up to higher needs. Let them see and reach up to the greater things in life. Create a tension which you can use for your purpose. • Defending • Seek only needs at your current level. Neither retreat too rapidly to lower needs nor reach too quickly for higher needs. When you are ready, only then reach in your own time for higher needs. If other people seek to help you, you may accept their help but are not obliged to repay in any way they demand.  • See also • CIN Model, Argyris' Model 1, Murray's Needs • There's also tons out there on the web on Maslow, for example: • http://www.wynja.com/personality/needs.html, http://academic.emporia.edu/smithwil/00fallmg443/eja/tuel.html • References • Maslow (1943), Maslow and Lowery (1998)

7. Journal Entry Consider this scenario: You are sitting in your doctor’s office. The air conditioning is very cool and you can feel the air blowing on the back of your neck. You wish you had thought to bring a sweater or jacket. Not only that, but you forgot to eat breakfast and now it is getting close to lunch time. Your stomach growls to remind you that it needs to be fed. The doctor seems to be in a hurry and talking rather quickly about bloodwork and needing to follow up with you in 3 weeks. Write a paragraph describing how you think that communication exchange is going. What levels of Maslow’s Hierarchy might be interferring with you ability to get all that you can out of what the doctor is telling you?

8. Examples of effective and ineffective communication • Insert video clip of “Whose on First” for demo of ineffective communication • Discussion box • Insert video clip of TBD for demo of effective communication • Discussion box or ‘punch list’ of behaviors that helped or interfered with the communication.

9. Graphic of 2 people talking

10. What we communicate and How we Do it. • Verbal • Words • Tone • Groans • Volume • The strategies listed in the columns are examples of the different ways we communicate or aspects of communication. WHAT we communicate can have as much to do with how we say it as the content of the message we are trying to convey. • Nonverbal • Gestures • Facial expressions • Nods • Sign language • Body language

11. Try this and see what you notice Say this sentence out loud each time emphasizing the word that is in bold print. I didn’t say you were wrong. I didn’t say you were wrong. I didn’t say you were wrong. I didn’t say you were wrong. I didn’t say you were wrong. I didn’t say you were wrong. I didn’t say you were wrong.

12. Models of Communication Essential questions What information is being exchanged and why? Is it appropriate? Is it professional? Is it work-related? What does the other party need from me? What do I need from the other party?

13. Students • Establishing rapport (picture of video clip) • Do you greet students each day as they enter the room or building? Do you find positive subjects to share or ask about? • Discussion board: what are some ways you have found effective for establishing rapport with students? (If you are not currently working in this role discuss strategies you might use.)

14. Students • Completing an activity or assignment Need a graphic here of an aide working with a student.

15. Students • Redirecting a behavior or acknowledging good behavior Looking for a video clip for this.

16. Feedback • Effective position feedback includes the following key points: • Accuracy. • It is specific and descriptive. Ex: Julie, you waited until it was your turn that time. That is very important when playing a game with your friends. (Avoid rote phrases like ‘good job’ without communicating specifically what was good. • It is contingent. Let the student know ‘how the positive behaviors they are demonstrating will contribute to their success and the success of the class. Also, praise students for demonstrating behaviors that are new or difficult.” (Note: Feedback is different from just paying a student a compliment on a new article of clothing or something of that nature.) • It is age-appropriate. Consider the age of the student when giving feedback. This should help you use the right tone and vocabulary. ‘Also, when praising an older student use a quiet voice and be brief and somewhat businesslike. Avoid pausing and looking at the student for a response after you praise.’ If praise is too public or too enthusiastic it may cause embarrassment and backfire in the long run.

17. Feedback cont. • Provide feedback immediately. This is important. Students need to know when they are doing something right. Feedback is most effective when given very soon after the behavior one is trying to encourage. This is especially true with younger students. • Give feedback in a manner that fits your style. The style is not important as long as the student doesn’t perceive that you are being false. Feedback should be specific and sincere.

18. Students • Transitioning from one place or activity to another. • Video clip or picture needed.

19. Teacher • Remember our essential questions… (Insert essential questions here)

20. Teacher • Need picture of two adults discussing…perhaps with a clipboard or document they are looking at together.

21. Teacher Read these quotes from veteran paraeducators regarding the relationship and communication between themselves and the teachers with whom they work. Choose one and write a reflective journal entry about how you could could address the situation.

22. Quote 1 “My teacher thinks I can read his mind. He never tells me ahead of time what he needs me to do and then if I don’t do something he wanted me to he gets upset.”

23. Quote 2 “I’d really like to help more with the planning and preparation for the art and sensory centers, but I’m not sure how to bring it up.”

24. Quote 3 “I went to my teacher for advice on how to deal with a child who has trouble interacting with the other kids on the playground. She said ‘Don’t bring me problems unless you also bring me a solution.’”.

25. Communication with your teacher We all know that communication is a two-way street, but sometimes it will be up to you as the paraeducator to get the traffic moving. Here are some strategies to keep in mind as you work to establish a good flow of communication with the teacher. • Work to establish a healthy and open relationship. Find time to get to know one another. This can include discussing special interests, work styles and areas of common interest. This will help create a welcoming climate for day to day communication. • Use active listening. When there is a problem or issue this will help you understand the other person’s perspective. Ask questions like “Can you tell me more?”. Ask for details. Be encouraging. • Clarifying. Ask the important who, what, when, where and why questions.

26. Reflect. Describe your feelings and perspective. Don’t assume the other person is a mind reader. • Summarizing. This always helps as you wrap up a conversation, whether it is about the day to day work, a special project or a problem in the classroom. Take a moment to wrap up what you understand from the conversation and make sure you are on the same page as your teacher. (Based on document produced by the American Federation of TEachers, titled “Creating a Classroom Team”.

27. Teacher A key part of any paraeducators job is to be the eyes and ears of the teacher when you working out of their line of sight yet under their direction. It is important to be able to capture key information and share it in a meaningful and effective manner.

28. Teacher When relaying information to the supervising teacher keep these tips in mind. • Be concise, logical and sequential. • Be factual. • Avoid editorial comments or gossip. • Listen • Ask questions to clarify or assure understanding • Be accurate.

29. Parents A note about confidentiality… When the choice is between a person’s right to know and your desire to share always side with the right to know.

30. Parents Parents have the right to know about their own child’s education, not that of the child who sits next to them or who lives on their street. Information should always be shared in a factual and courteous manner without emotion and judgement. (Remember the previous section on Careful Communication in the Workplace.)

31. Parents When information is sensitive or controversial it is best left to the teacher to share.

32. Conflict Resolution Picture of people disagreeing.

33. Conflict Resolution • Take a moment to review the resource document titled “How do you respond to conflict?” (It’s important to be aware of how you respond so you can recognize those situations and have a plan for addressing the problem. It also helps us be aware of how others might be reacting to a conflict.)