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 is the process of creating a shared perspective between two or more people with the focus on defining concerns in observable and measurable terms in a collaborative and mutually respectful environment.

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-verbalCons:• 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 tocommunicate .

• 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 ObservationPurpose: 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 StrategyPurpose: 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…

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?

Mediating

• What criteria might you use….?• What would it look like if? • How was…different from…?• How do you determine…?

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