Communication: Which Styles Do I Need? Discussion, Engagement, Accommodation, Dynamic

1. MathTLC Seminar, 4/29/2010 Communication: Which Styles Do I Need?Discussion, Engagement, Accommodation, Dynamic Shandy Hauk, WestEd, Mark Davis and Nissa Yestness, UNC

2. Plan • Define some terms • Give a few examples • State main result/ideas • Identify some applications of main result • Talk about future directions

3. A Definition of Culture • A “dynamic social system,” containing the values, beliefs, behaviors, and norms of a “specific group, organization, society or other collectivity” learned, shared, internalized, and changeable by all members of the society.

4. Message Approach DIRECT INDIRECT

5. Direct • Message direct through precise, explicit language • Focus on facts and details/evidence (not on maintaining/repairing relationships) • Face-to-face/one-on-one interaction preferred • Differences of opinion offered/accepted • Convincing others to agree (or agree to disagree) a priority • Logico-deductive reasoning used to persuade

6. Indirect

7. Indirect • Message implied through metaphorical language • Focus on maintaining/repairing relationships (not on facts or details) • Mediators preferred • Harmony important • Face (self-definition) preservation a priority • Agreement/acquiescence may be verbalized directly but may not represent view of speaker

8. Message Approach DIRECT “Say what you mean and mean what you say.” – English proverb “Nothing done with intelligence is done without speech.” – Greek proverb “Hear one and understand ten.” – Japanese proverb “It is good to know the truth, but it is better to speak of palm trees.” – Arabic proverb INDIRECT

9. Emotional Approach RESTRAINED EXPRESSIVE

10. Emotionally Restrained • Concern that displaying emotion will hurt others • Emotions are controlled by keeping them in (verbal and non-verbal behaviors) • Even tone and calm, quiet speech used to convey intellectual investment in topic(s) • Commitment, trust, credibility, sincerity, degree of personal involvement shown by avoiding the display of strong emotion • Negative response to requests to express feeling(s)

11. Emotionally Expressive • Concern that hiding emotion will hurt others • Emotions are controlled by getting them out (verbal and non-verbal behaviors), often through humor • Variation in pitch, loudness, and speed of speech used to convey intellectual investment in topic(s) • Commitment, trust, credibility, sincerity, degree of personal involvement shown through amount of emotion displayed • Negative response to requests to restrain display(s)

12. Emotional Approach “Silence produces peace, and peace produces safety.” – Swahili proverb “After a storm, fair weather; after sorrow, joy.” – Russian proverb RESTRAINED EXPRESSIVE “What is nearest the heart is nearest the mouth.” – Gaelic proverb “The first to raise their voice loses the argument.” – Chinese proverb

13. DIRECT DISCUSSION U.S. (Anglo American), Canada, England, Sweden, Norway, Germany, Australia, … ENGAGEMENT U.S. (African American), France, Greece, Italy, Spain, Cuba, Russia, Israel, … RESTRAINED EXPRESSIVE ACCOMMODATION U.S. (Native American), Mexico, Costa Rica, Peru, China, Japan, Indonesia, Malaysia, … DYNAMIC U.S. (Arab American), Saudi Arabia, Palestine, Lebanon, Pakistan, Iraq, Egypt… INDIRECT

14. DIRECT DISCUSSION ENGAGEMENT “Research is formalized curiosity – it is poking and prying with quiet purpose.” – Researcher proverb “When am I ever going to use this?!?.” – Student proverb RESTRAINED EXPRESSIVE ACCOMMODATION DYNAMIC “In teaching you cannot see the fruit of a day's work; it is invisible and remains so, maybe for twenty years.” – Teacher proverb “We are excited about the seeds being planted today and look forward to harvesting the fruit of education!” – Administrator proverb INDIRECT

15. Discussion StyleDirect, Emotionally Restrained • Self-perceived strengths: • Confronts problems • Elaborates arguments • Maintains calm • Weaknesses as perceived by other styles: • Blind to nuance • Logical but unfeeling • Condescending

16. Engagement StyleDirect, Emotionally Expressive • Self-perceived strengths: • Provides detailed explanations and instructions • Expresses opinions clearly • Shows feelings • Weaknesses as perceived by other styles: • Blind to nuance • Dominating and rude • Over-confident

17. Accommodation StyleIndirect, Emotionally Restrained • Self-perceived strengths: • Considers multiple meanings and alternate messages • Self-possessed, diplomatic • Sensitive to feelings of others • Weaknesses as perceived by other styles: • Ambiguous • Uncommitted and dishonest • Hesitant and timid

18. Dynamic StyleIndirect, Emotionally Expressive • Self-perceived strengths: • Considers multiple meanings and alternate messages • Uses third parties to gather information, mediate • Skilled at noting change in non-verbal behavior • Weaknesses as perceived by other styles: • Ambiguous • Unreasonable and devious • Brash

19. DIRECT DISCUSSION ENGAGEMENT • Provides detailed explanations; Expresses opinion clearly; Shows feelings • Weaknesses perceived by other styles: Blind to nuance; Dominating / rude; Over-confident • Confronts problems; Elaborates arguments with logical reasoning; Maintains calm • Weaknesses perceived by other styles: Blind to nuance; Logical but unfeeling; Condescending RESTRAINED EXPRESSIVE ACCOMMODATION DYNAMIC • Considers multiple/alternate meanings; diplomatic; Self-possessed; Sensitive to feelings of others • Weaknesses perceived by other styles: Ambiguous; Uncommitted /dishonest; Hesitant / timid • Considers multiple/alternate meanings; Use of 3rd parties to gather info/mediate; Skilled at noting non-verbal behavior • Weaknesses perceived by other styles: Ambiguous; Unreasonable / devious; Brash INDIRECT

20. Mathematical Discourse • What might “good” mathematical discourse look like in each quadrant? • What might “good” mathematical discourse look like for each of several different collectives involved in this project: teachers, students, mathematicians, mathematics education researchers…?

21. Assessment • Contexts – How can we use knowledge of communications styles to revise/edit items to elicit student understandings in math? • Situations – Might we create problem situations that include third-party mediation or group consensus building as a viable solution strategy?

22. Discussion • Educator/Researcher partnerships: How might we use the ideas of discourse styles in thinking about and shaping collaboration? • Courses/Assessments: How might we use the ideas of discourse styles in thinking about and shaping materials and assignments?