strategies and approaches

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Communication Strategies and Approaches

Introduction

Good communication is essential when working as a member of a team There are skills that make

communication effective and positive Different people have different communication styles and it is important

to understand that not everyone communicates in the same way Part of communication involves good

listening Another inevitable part of communication is conflict and conflict resolution All of these aspects of

communication are necessary in your role

Objectives

As you read the objectives for this unit think about and rate your current knowledge using the following scale

do not understand this

do understand this

understand this well enough to use in my work

$ could teach others about it and use it in my work

n this unit you will

bull Demonstrate awareness of the importance of communication in school

bull Demonstrate knowledge of effective communication and listening strategies with students and staff

bull ampamine techni(ues to aid in the communication with students

bull dentify components of effective communication

bull Demonstrate the ability to (uestion and direct student responses

bull )earn basic communication strategies

bull Demonstrate knowledge of ways to appropriately deal with conflicts between you and teachers or

administrators

bull Demonstrate the ability to work as a collaborative team with both general and special education

teachers

bull Define active listening and why it is important to the relationship between you and the immediate

supervisor

Communication

ommunication is the ability to share information with people and to understand the information and feelings

conveyed by others ommunication can take on many forms including gestures facial epressions signs



vocali+ations including pitch and tone- in addition to speech and written communication Teachers students

and paraprofessionals fre(uently use nonverbal methods to communicate tudents often show disinterest in

school by avoiding eye contact or sitting back in their chairs with their arms folded across their chests during

instruction taff members may indicate that they have time to talk but they may show disinterest by grading

papers or busying themselves while you are trying to talk onversely a smiling nodding face indicates that

the listener is interested in what we are saying and encourages us to continue ommunication includes a

broad range of actions that help the paraprofessional work more effectively with students and teachers

ampffective communication is a key element in creating a productive and enjoyable work environment hether

you0re working with a student his or her family or your supervisor it0s important to communicate as openly

and as clearly as possible )istening closely to the person with whom you are communicating will prove

invaluable in avoiding misunderstandings 1ecogni+ing and respecting differences and similarities in attitudes

feelings cultures and epectations of others will enhance your ability to communicate with the individuals with

whom you work and those in your everyday life

ampffective and open communication promotes an awareness of others0 interests and needs 2eing aware of the

necessary skills that will encourage open communication is important when working with others This lesson

addresses several issues related to effective communication The topics that will be discussed are roadblocks

to communication using accepting language and listening strategies ampach of these topics will give you

information that will lead towards more positive interactions with others

Twelve Barriers to Communication

2arriers to communication are things people say or do that are obstacles to good conversation or good

interpersonal interaction They are hurdles that do not support satisfying discussion They are responses that

can negatively impact communication These hindrances are more likely to be destructive when one or more

persons who are interacting are under stress ome of the responses may seem positive initially such as

advising or praising evaluatively- but may be veiled in a condescending attitude or negative approach

These twelve ways of responding are viewed as high3risk responses rather than inevitably destructive

elements of all communication Damage that is done by the use of any of these responses can be repaired

through honest and open communication 4owever repeated use of these responses can permanently damage

the likelihood of positive future relationships

These roadblocks can

bull diminish the other0s self3esteem

bull block conversation



bull trigger defensiveness resistance and resentment

bull lead to dependency withdrawal feelings of defeat or inade(uacy

bull thwart the other person0s problem solving efficiency

bull decrease the likelihood of successful team problem solving processes

bull reduce the likelihood of constructively epressing true feelings

bull increase the emotional distance between people

bull can cause permanent damage to a relationship

Effective Communication

ommunicating effectively is the cornerstone of education ithout effective communication ideas directions

and thoughts are lost or misunderstood n education a lack of effective communication practices can have

serious repercussions tudents may not understand instructional material paraprofessionals may not

understand directions given to them and teachers may not understand that a gap in communication is

forming n order to be understood in the manner in which we intend we must learn to communicate

effectively



There are two major components to effective communication 5 speaking and listening Although we may

spend almost half our working hours listening most of us have few effective listening skills to support our

efforts )istening is a highly effective and necessary communications tool )istening is not just a case of our

hearing the message but of our ability to understand evaluate and respond 5 skills which no team or

partnership can be without

6nless we pay attention and understand what others are telling us it is impossible to fulfill our work

responsibilities completely and appropriately 7irginia atir a well3known family therapist captures the

dilemma we all face on a daily basis in the following poem

8The Dilemma9

by 7irginia atir

8o two people think alike on everything

o two people feel the same way at

all times within a relationship

o two people want the same things

or want them at the same time

People operate from different time tables

e are in fact autonomous different

and uni(ue beings

et we are at the same time dependent

on others

e need them to help us get

many of the things we want or not

prevent us from getting them-

e are also dependent on others to validate our

eistence and worth9

hen the teacher who directs your work gives you instructions it not only involves listening to the directions

but also understanding what is being asked of you n order to effectively support students it is important to

maintain consistency in the way in which these supports are delivered To restate what the poem by atir has

stated we all have our perceptions of what is observed ampffective communication is the process of getting our

perceptions in line with those with whom we work on a daily basis t is necessary to improve listening skills in



order to become a more effective communicator and problem solver because listening involves not just

hearing the message but the ability to understand remember evaluate and respond

The ational ampducation Association suggests several steps to improve listening skills

Move your mouse over each step to read more about it

Information in this lesson is used with permission from

National Education Association (1996) Paraprofessionals And Teachers Building a Winning Tea Washington National Education

Association

Communication Styles

Assertive communication is the most desirable and productive behavior in accomplishing your job Assertive

communication doesnltt always feel 8comfortable9 The first step in being assertive is understanding what

8assertive9 means Assertive communication comes when you

bull =now what you need

bull amppress yourself clearly

bull hoose the best time to discuss issues

bull heck for clarification

bull

Act in an empowered manner



bull Act responsibly and follow through

bull Act in a direct manner

bull amppress yourself honestly and respectfully

Passive or nonassertive communication occurs when you remain silent when you ought to ask for help or

eplain your needs Passive behavior communicates a sense of inferiority The passive person acts as if otherslt

rights and needs are more important than his or her own

ith this communication style others donltt know when you need help because you try to act as if therelts no

problem This behavior doesnltt serve you well on the job or with the individuals for whom youltre working n

your work as a paraprofessional you need to feel comfortable and know that you have the right to ask for

assistance when needed

Aggressive communication is very demanding and is often disrespectful to those at whom itlts directed

Aggressive communication fre(uently gives the impression that 8my needs wants and rights come first9

hen someone is acting in an aggressive manner he or she doesnltt ask for assistance but demands it This

communication style is usually met by strong disapproval

Communicating with Students

hen talking with students it is important to engage in behaviors that facilitate openness and acceptance

hen we actively demonstrate specific behaviors students tend to be more receptive to listening and

communicating with us

Follow these suggestions while communicating with students

Posture

Try to make your posture mirror that of the students t is helpful to have your shoulders s(uared with

the student0s and on about the same level so you are face3to3face t is also helpful to have a slightly

forward lean toward the student

Eye Contact

ampye contact with students shows that you are interested in what they have to say

Facial Eression

hat is shown on your face should match what is on the child0s miling when the child is obviously

sad would be an eample of an incongruent facial epression

istance

Distance from the child shouldn0t be too close or too distantgt about to $ feet is the average

tanding too close can make the student uncomfortable while standing too far away can indicate that

you are disinterested in what the students is saying



istracting Behaviors

Distracting behaviors such as playing with your hands staring out the window or doing something

else while listening should be eliminated when talking to students or staff members

oice $uality

our tone should match the child0s t would be inappropriate to be loud if the child is in a (uiet

mood

ead a few more helful hints hereamp

Initiating and Directing Student Responses

As educators we ask (uestions of students on a daily basis As with any form of communication the way the

(uestion is phrased will affect the (uality and type of answer we will receive The purpose of asking (uestions

to gain information from others These are called information seeking (uestions ther (uestions may provide

information and direct the student to answer in a certain way or they may clarify or confirm information

ost of the (uestions asked of students are direct (uestions and a specific answer is re(uired Bor eample

8an you tell me the answer to C9 This form of (uestion is interrogative and is usually a closed answer

(uestion where the student is looking for a specific answer Euestions that are open ended (uestions and

indicate to the student to epress his or her thoughts or opinions Bor eample 84ow did you come to that

conclusion9

2y becoming a more effective (uestioner you are providing opportunities for students to more openly respond

and relay their thoughts This promotes students to be more reflective and provides situations for them to

actively become involved in their learning 2y learning more about your style of (uestioning you will become

more effective when asking (uestions

Use these suggestions to practice effectively asking questions of students

Pause effectively before and after asing a (uestion

Pausing before you ask a (uestion gives you time to phrase your (uestion Pausing after you ask your(uestion allows the student to think about their response

)onitor your (uestioning interactions

hat types of (uestions do you ask Do you ask closed (uestions when what you really wanted were

for the student to elaborate on his or her answer Ask the (uestion in a format reflective of the

information you are seeking

s meaningful (uestions

onitor how many (uestions you ask and the types of (uestions ould you make (uestioning more

effective if you asked fewer (uestions more (uestions or different types of (uestions

Chec for +nderstanding



t is important that we monitor students0 understanding To check if a student understands what was

communicated ask the student to repeat directions (uestions or summari+e what was said

Positive Communication Strategies

t is very important for you to have an effective working relationship with the people you work with regularly A

major component of this relationship involves good communication Good communication not only involves the

ability to speak but also e(ually as important is the ability to listen 2y practicing effective communication

relationships can be greatly enhanced which will result in the best possible support for students and their

families

4ere are some strategies to remember when trying to pay attention to positive communication

Active listeners make good communicators Active listeners have positive attitudes and open minds They show

interest in what the other person is saying by nonverbal cues good eye contact and remembering what was

said

ampveryonelts attitudes and feelings must be known respected and understood f they arenltt shared the

relationship wonltt be open or growing Those attitudes cover such arenas as individual roles and duties

persons with disabilities instructional styles management styles and the contributions of others and each

other-

An understanding of similarities and differences between supervisor and paraprofessional must be recogni+ed

and understood Those may relate to different values cultural and religious heritage levels of education or

levels of eperience

ou and the teacher who directs your work should develop and share a common vocabulary and a system of

nonverbal cues 7erbal and nonverbal cues play an important part in communication Gestures facial

epressions posture and eye contact are eamples of nonverbal communication Bacial epressions give

feedback about whether or not information has been understood and is being received and the listenerlts

attitude about the information Posture and body movements also communicate attitude ampye contact and facial

epressions can give a sense of a positive F or negative F relationship between people

The teacher who directs your work must make sure directions and epectations are clearly understood and that

you are able to perform the assigned tasks prior to implementing them

ou must be willing and assertive enough to ask for clarification or assistance if the assignment isnltt

understood ou must eplain clearly what you need to be successful in your position



ou and the teacher who directs your work should discuss and decide together what special interests talents

and training the paraprofessional has that will complement and enhance the delivery of services

The team must work together to create a climate of cooperation trust respect and loyalty by meeting

regularly to discuss procedures and techni(ues that will establish and maintain open channels of

communication

ilence is a form of communication tlts a difficult form of communication to understand because it can mean

anger or grief or depression t can also mean that the listener understands what is being said t is important

to be assertive in your response when listening so that the person who is trying to communicate with you

knows your level of understanding and that there is agreement ilence can block that ability to have

cooperative communication

Factors ffecting istening

Listening Skills

)istening is an important part of effective communication e need to concentrate on encouraging not only

students but ourselves to ehibit good listening behaviors and strategies )istening is a process that involves

actively hearing what another person is communicating and attending to that communication )istening is how

we receive the verbal portion of a person0s message 2y listening we can show concern and interest in

understanding both the person and the situation

)istening can be affected by personal bias environmental factors a short attention span rehearsing a

response daydreaming hot words or through the use of filtering



ctive istening Strategies

Active listening is the process of listening and responding in such a way that the speaker feels accepted and

respected by the listener t is an essential part of communication Active listening begins with an attitude of

acceptance and respect for the other person This kind of listening re(uires the listener to carefully 8take in9

the speakerlts words and respond in a way that shows appreciation for the speaker the speakerlts literal

meaning and the feelings and 8themes9 behind the speakerlts words ur efforts to establish an accepting

respectful climate will encourage the speaker to open up and allow herselfhimself to become known by the

listener

ommunication has several avenues that can get crossed if the speaker is not clear with the message or the

listener decodes it incorrectly hen we use our own words to repeat back what we think the student has just

communicated we are clarifying their message This HfeedbackH is called active listening Bor eample

tudent don0t like this school as much as my old one People are not very niceH

Para ou are unhappy at this school

tudent eah haven0t made any good friends o one includes me

Para ou feel left out here

tudent eah wish knew more people

The paraprofessional is verbali+ing what heshe thinks the student is saying This lets the student affirm what

the paraprofessional said or eplain their meaning in a different way

Active listening helps you communicate more productively with the student Active listening helps you more

fully understand what the student is saying and also helps the student articulate their concerns The time it

takes to learn and use active listening provides a number of benefits



ctive Listening

4elps students deal with and HdefuseH strong feelings

4elps students understand their own emotions

Bacilitates problem solving

=eeps the responsibility with the student

akes students more willing to listen to others

Promotes a closer more meaningful relationship between para and student

uidelines for ctive Listening

how that you accept what the person says because it is true for that person ampye contact nods of the

head and responses such as 8 see9 or 8 understand9 indicate that you have heard and accept what

the speaker is saying Acceptance does not imply agreement

)ook for 8the music behind the words9 Tune in to the speakerlts feelings identify unspoken 8themes9

and try to grasp the overall picture 1esponses such as 8ou seem angry calm happy etc9

acknowledge feelings and indicate that you accept their being epressed Pay attention to nonverbal

cues and to what they communicate

1eflect back to the person what you have heard 1esponses such as 8ou seem to be saying9 or 8f

understand you correctly you mean9 allow the speaker to correct any misperceptions you might

have

$ Ask eploratory or clarifying (uestions to further your understanding and to enhance the personlts

feelings of being listened to and understood 84ow do you feel about that9 8an you say more about

that9

hings to void

Generali+ing 2ecause they direct the focus away from the speaker general statements 8ampverybody

feels that wayI9- usually arenltt helpful imilarly talking about your own eperiences 8 felt the same

way when9- will derail the speaker To say that you understand is enough Judging the peaker Approving or disapproving of what the speaker says calls attention to your value

system and away from the speakerlts concerns

Giving pinions ffering Advice and olving the Problem uch responses generally narrow the

speakerlts options and take responsibility away from the speaker rather than encouraging the speaker

to arrive at herhis own best solutions or allowing for collaboration

$ ampplaining or nterpreting the peakerlts 2ehavior 8ou probably feel that way because9 is a

psychoanalytic line that will likely create defensiveness

K Asking 8hy9 Euestions 8hy9 (uestions direct people into their heads and away from their feelings

8hy do you feel that way9 8hy do you think that9 may also create defensiveness as the speaker

seeks to justify herhimself

Problem Solving- voiding and esolving Conflicts



nevitably when people work together they have different ideas of how things should be done t is important

that people have effective ways of dealing with different perspectives and personalities when involved in a

potentially conflicting situation Problem solving techni(ues are a necessary component of working within a

team and working with students ow that we have discussed communication and listening skills they become

primary components in the problem3solving framework



potentially conflicting situation There may be some times when avoiding a conflict may be a good choice Bor

eample during a brief contact with an individual that you most likely will never see again it may be a good

idea to avoid a conflict 4owever in a work setting it is important to deal with conflict in a productive timely

and respectful way 6nresolved issues can negatively affect relationships the work environment and the

service (uality

Problem Solving- Constructive Criticism

onstructive criticism is most effective when it is delivered in a relaed manner riticism should eist to help

the paraprofessional or teacher understand what behaviors or work habits can be improved onstructive

criticism can be enhanced through the use of H messages9

The use of 8 messages9 can be a positive strategy to deal with conflict H essagesH can help you separate

the person from the problem and allow you to deal with the situation at hand without being aggressive towards

another person 8 essages9 let you eplain to another person how their behavior or actions affect you

without being perceived as hostile f the person confronted does not show an interest in problem solving you

may need to give a stronger 8 message9

Problem Solving )odel

hen problems arise it is best to try to solve the problem through the use of communication The following

model is designed to allow the paraprofessional to solve problems in a non3confrontational manner The model

utili+es five steps in which participants communicate ideas problems alternatives and solutions to one

another The following series of problem3solving techni(ues were developed by Anna )ou Pickett LMM- ou

may find these steps helpful in improving your ability to work better in a team t is important for you to

always address the person with whom you have the problem ork through the model and try to solve the

problem with the other person f you find that the problem still eists go through the channels of command

using the problem solving model



Step ne$ Identify and Descrie the amprolem

Put the problem into your own words Try to use an H messageH to communicate your feelings Allow the other

person the opportunity to communicate their feelings as well A situation must be seen and clearly understood

before it can be resolved t isnltt always easy to put a problem into words but if it canltt be stated clearly it

will be impossible to choose a course of action that will lead to a satisfactory solution ampach person must

describe the situation in his or her own words and from their point of view This can be done by asking

(uestions like 8hat is the problem9 8ho is involved9 8ho is affected9 84ow are they affected9

Step wo$ Define and determine the causes of the prolem

Determine what the real problem is Get to the heart of the problem nce you have determined what the

problem is try to determine the cause of the problem hat behaviors or circumstances lead to the problem

2oth parties must agree on the problem and its causes before you can move to the net step tlts essential

net to determine what caused the problem as it caused by outside conditions such as contractual

agreements budget crunches etc- n this case the team may have little control over the situation but can

work together to decide how to 8survive9 the situation together or work to change it The cause may be a

misunderstanding of job roles and responsibilities The problem may be caused by a difference in values

attitudes age work eperience education cultural heritage religious beliefs or other personal traits

hatever the cause it must be clearly determined

Step hree$ Identify and evaluate potential solutions

2rainstorm as many solutions as you can Try not to think of pros and cons of the solutions generated Do not

analy+e the solutions just list them ow you can develop strategies Ask yourselves 8hat do we want to

achieve and how can we go about achieving it9 All those who are involved in the conflict should brainstorm a

list of solutions ore information may be needed in some areas to have a workable list of solutions Take the

time to get all the information needed Analy+e potential solutions 3 ill it work and what will it entail arrow

down the solutions and try to find a few that you can both agree on

Step Four$ Select a solution

Decide on a solution that both parties can agree on ake sure that both parties have an e(ual part in the

solution Decide who is going to do what and when et a date to meet again to discuss progress All those

participating in the brainstorming should decide which solution will fit the best for all involved ampveryone must

agree on the solution try it out and see if it works and get back together to revise or change the plan as

needed 2efore making any changes though each party should give the solution enough time to see if it will

work since new behaviors and skills donltt often change easily



Step Five$ valuate the results

4as anything changed s another meeting needed 1evising and changing to meet the needs is essential o

solution is ever permanent The group should regularly evaluate the solution and make adjustments as

needed f the solution isnltt working maybe help from outside sources is needed

Problem Solving with the Teacher ho irects our or

n working side by side day after day with the teacher who directs your work youltre bound to have

differences in the way each of you would handle different situations These may be differences revolving

around procedures personal issues or techni(ues t may be that the two of you have different perceptions or

perhaps you have clashing emotional needs The conflict may come from a source as basic and common- as

having limited resources and deciding how to use them

onflict isnltt necessarily negative Although it may not seem so at the time there are positive functions of

conflict that are important to remember when working through differences Positive functions of conflict include

it

bull makes people have to clarify their position

bull helps others looks at different perceptions concerns and interests

bull encourages others to look for new facts

bull provides a source for developing more specific and long lasting solutions

bull gives the opportunity to establish mutual trust

bull results in personal and social change

bull prevents situations from getting worse

tlts essential to work through differences in order for the paraprofessional and the teacher supervisor or the

larger team to succeed in providing the best service possible for the students or students ampffective teams are

marked by mutual ownership 6sing consensus during problem3solving discussions is critical for each person so

all can claim ownership for the outcomes and solutions

mportant guidelines for using a consensus approach are

bull )istening and paying attention to each other

bull Asking open3ended (uestions using 8what9 and 8how9

bull ot agreeing too (uickly with each other



bull Generating multiple options F challenge the limitsI

bull Treating options as alternatives not answers

bull ot arguing blindly for your views

bull Treating your differences as strengths

ou will know you have reached consensus when

bull 2oth of you agree on a single alternative

bull ampach of you can honestly say

o 8 believe you understand my point of view9

o 8 believe understand your point of view9

o 8hether or not prefer this decision support it because it was arrived at fairly and openly

and itlts the best solution for us at this time9

Summary

ou have reached the conclusion of this unit hoosing the net arrow will take you back to the core area home

page Please have your facilitator advise you on what steps to take net

To continue eploring topics addressed in this unit follow the eplore link from the core area home page

Information for this unit was gathered in part from the following resources

A oparison of Passi$e Asserti$e and Aggressi$e Beha$ior adapted ith perission fro training aterials de$eloped amp the Aerican

ederation of Teachers Washington

Bod anguage and oice adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers

Washington

+ordon Training nternational (-1) Teacher Effecti$eness Training etrie$ed on April 16 -- fro +ordon Training nternational

Weamp site httpwwwgordontrainingcomindexhtml

nstitute on ounit ntegration (nd) The Paraprofessional An ntroduction (acilitator0s Edition and tudent0s Edition) opiled amp

2ean Ness 3inneapolis 3N 4ni$ersit of 3innesota


Association

Pic5ett A (19) A Training Progra for Paraprofessionals Wor5ing ith pecial Education and elated er$ices Ne 7or5 N7

National esource enter for Paraprofessionals in pecial Education and elated er$ices



Pro8ect PAA (nd) Paraeducator elf tud Progra etrie$ed on April 11 -- fro Pro8ect PAA Weamp site

httpparaunledudefaulthtml

Tel$e Barriers to ounication adapted ith perission fro training aterials de$eloped amp the Aerican ederation of Teachers

Washington

Lesson 2

bull Twelve 2arriers to ommunication

Lesson 4

bull 2ehavior tyles

Lesson 5

bull 2ody )anguage and 7oice

bull 1oadblocks

Lesson 6

bull Paraprofessional elf3ampvaluation Borm

Lesson 7

bull cenario

Lesson 8

bull Active )istening

Lesson 9

bull 4ow Do ou 1espond to onflict

Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12

bull 1ole Play Activity

(I)IIS

Activities that are included in this section include only those activities that will be led by the facilitator ther

activities can be found in the lessons



Passive Assertive N Aggressive 2ehavior and 2ody )anguage Activity

tudents will read and discuss the two charts A omparison of Passive Assertive and Aggressive 2ehavior

and 2ody )anguage and 7oice ince manipulative behavior has not been discussed separately ask students

which category they feel manipulative behaviors most often fall within Bacilitate a discussion or role play idea

to demonstrate various body postures and language

1ole Play on ommunication tyles

Ask for volunteers to do the following role play one taking an aggressive approach one a passive approach

and one an assertive approach The fourth will act as the supervisor who will react to these situations After

the role plays discuss which method of addressing the supervisor was the most effective ampncourage students

to be assertive when resolving issues

ituation The school paraprofessional has just completed the first week on the job and is beginning to feel

comfortable with the role but on Briday is told that starting onday he or she is to ride the bus with a very

unruly bunch of students to maintain control The paraprofessional feels totally une(uipped to handle this role

and doesnltt know how to prepare 4e or she goes to the supervisor to discuss the upcoming assignment 4ave

each student act out this situation with the supervisor The passive person will say little and have a hard time

epressing fears and concerns The aggressive person will make demands The assertive one will clearly state

concerns ask for proper support and negotiate with the supervisor

Divide the class into groups of eight to ten students standing in a circle Direct each person to reach across

the circle and hold the hand of the person across from them Then with the other hand reach across the circle

and hold the hand of another person ake sure everyone is holding the hand of two different people so the

group is tied in a knot Tell the group that the object is to untangle themselves without letting go 4ow did

they go about untangling the knots hat happened to the group as you began to untangle the knot 4ow did

the group work together to untangle itself hat strategies did the group use to plan its untangling hat did

you learn about solving comple problems in a group

DIS(USSI

ommunication kill 1ating

4ave paraprofessionals fill out the rating on their owngt facilitate a discussion on communication skills and

make suggestions on ways to strengthen weak areas an also use this topic as a discussion on your discussion

board



4ave students draw a line down the middle of a sheet of paper n the left write 8my strengths9 and on the

right 8my weaknesses9 ake a list of your strengths and weaknesses on the job including your

communication skills as you see them hare this list with someone at work or a family member or friend This

assignment will be turned in and discussed in the net session

Teamwork and ommunication

6se these topical (uestions to facilitate discussions with your learning group

Teamwork

O Discuss the characteristics that must be present for effective teamwork

Discuss situations in which you were part of a team

hat were the characteristics of the team 4ow well the team function ere there any characteristics that

were absent from the team that would have helped the team to function better f so how did their absence

impact the team

O 2rainstorm with the group some positive steps they can take to become more e(ual members of teams

2rainstorm ideas of how a paraprofessional can be a member of a team meeting when the meetings are held at

times they cannot attend ie during bus duty after or before hours- ne solution could be for the

paraprofessional to develop a written form with his or her supervisor to use to relay information about the

individual being discussed that clearly addresses the paraprofessionallts concerns and eperiences

O Discuss job roles responsibilities goals time communication and the importance of each in the role of the

paraprofessional in a teamwork situation There might be a lot of discussion about how the paraprofessional

doesnltt feel a part of a team and isnltt allowed to participate as an active team member

O Discuss each of the task functions 4ave students give eamples of each 1elate team discussions to both

education and direct care situations ake sure students understand these are important functions for all

members of the team to recogni+e tudents will come up with eamples of teams with which theyltve been

involved or familiar and that worked well together 2rainstorm with students how they can encourage others

they work with to use the positive behaviors more fre(uently

ommunication



hat are several steps you can take to improve listening skills

hy do you think effective communication is important to the relationship between the paraprofessional and

the supervisor

Give an eample of a time when you feel you communicated in a positive manner with someone hat made it

successful

hat elements contribute to effective communication

hat strategies can paraprofessionals and their supervisors use to enhance communication

)ist various ways that a person communicates

hy is communication important

hat do you feel are your strengths in active listening

hat active listening skills would you like to improve



vocali+ations including pitch and tone- in addition to speech and written communication Teachers students

and paraprofessionals fre(uently use nonverbal methods to communicate tudents often show disinterest in

school by avoiding eye contact or sitting back in their chairs with their arms folded across their chests during

instruction taff members may indicate that they have time to talk but they may show disinterest by grading

papers or busying themselves while you are trying to talk onversely a smiling nodding face indicates that

the listener is interested in what we are saying and encourages us to continue ommunication includes a

broad range of actions that help the paraprofessional work more effectively with students and teachers

ampffective communication is a key element in creating a productive and enjoyable work environment hether

you0re working with a student his or her family or your supervisor it0s important to communicate as openly

and as clearly as possible )istening closely to the person with whom you are communicating will prove

invaluable in avoiding misunderstandings 1ecogni+ing and respecting differences and similarities in attitudes

feelings cultures and epectations of others will enhance your ability to communicate with the individuals with

whom you work and those in your everyday life

ampffective and open communication promotes an awareness of others0 interests and needs 2eing aware of the

necessary skills that will encourage open communication is important when working with others This lesson

addresses several issues related to effective communication The topics that will be discussed are roadblocks

to communication using accepting language and listening strategies ampach of these topics will give you

information that will lead towards more positive interactions with others

Twelve Barriers to Communication

2arriers to communication are things people say or do that are obstacles to good conversation or good

interpersonal interaction They are hurdles that do not support satisfying discussion They are responses that

can negatively impact communication These hindrances are more likely to be destructive when one or more

persons who are interacting are under stress ome of the responses may seem positive initially such as

advising or praising evaluatively- but may be veiled in a condescending attitude or negative approach

These twelve ways of responding are viewed as high3risk responses rather than inevitably destructive

elements of all communication Damage that is done by the use of any of these responses can be repaired

through honest and open communication 4owever repeated use of these responses can permanently damage

the likelihood of positive future relationships

These roadblocks can

bull diminish the other0s self3esteem

bull block conversation
















effectively











8The Dilemma9

by 7irginia atir








and uni(ue beings


on others





eistence and worth9














Association









bull























Posture




Eye Contact


Facial Eression



istance









oice $uality


mood











conclusion9

























families




said




other-



levels of eperience

















communication







Listening Skills

















listener
















ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful






















effectively











8The Dilemma9

by 7irginia atir








and uni(ue beings


on others





eistence and worth9














Association









bull























Posture




Eye Contact


Facial Eression



istance









oice $uality


mood











conclusion9

























families




said




other-



levels of eperience

















communication







Listening Skills

















listener
















ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful

















8The Dilemma9

by 7irginia atir








and uni(ue beings


on others





eistence and worth9














Association









bull























Posture




Eye Contact


Facial Eression



istance









oice $uality


mood











conclusion9

























families




said




other-



levels of eperience

















communication







Listening Skills

















listener
















ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful















Association









bull























Posture




Eye Contact


Facial Eression



istance









oice $uality


mood











conclusion9

























families




said




other-



levels of eperience

















communication







Listening Skills

















listener
















ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful




























Posture




Eye Contact


Facial Eression



istance









oice $uality


mood











conclusion9

























families




said




other-



levels of eperience

















communication







Listening Skills

















listener
















ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful












oice $uality


mood











conclusion9

























families




said




other-



levels of eperience

















communication







Listening Skills

















listener
















ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful
















families




said




other-



levels of eperience

















communication







Listening Skills

















listener
















ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful













communication







Listening Skills

















listener
















ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful
















listener
















ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful









ctive Listening

















have



that9

hings to void



























service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful




















service (uality


































































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful






















































it





























Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful




















Summary








Washington






Association








Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful












Washington

Lesson 2


Lesson 4

bull 2ehavior tyles

Lesson 5


bull 1oadblocks

Lesson 6


Lesson 7

bull cenario

Lesson 8


Lesson 9


Lesson 10

bull 8 9 essage

Lesson 11

bull Problem olving

Lesson 12


(I)IIS





























DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful

































DIS(USSI




board









Teamwork





impact the team














ommunication





the supervisor


successful















Teamwork





impact the team














ommunication





the supervisor


successful











the supervisor


successful







strategies and approaches

Documents