Communication Skills Anyone can hear. It is virtually automatic. Listening is another matter. It...
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Transcript of Communication Skills Anyone can hear. It is virtually automatic. Listening is another matter. It...
Communication SkillsCommunication Skills
Anyone can hear. It is virtually automatic. Listening is another matter. It takes skill, patience, practice and conscious effort.
Anyone can hear. It is virtually automatic. Listening is another matter. It takes skill, patience, practice and conscious effort.
I’m Listening…I’m Listening…
In pairs, select a speaker and listener Speaker talks about topic of choice Listener listens without commenting
In pairs, select a speaker and listener Speaker talks about topic of choice Listener listens without commenting
Unproductive Patterns of ListeningUnproductive Patterns of Listening
Judgment/Criticism Autobiographical Listening Inquisitive Listening Solution Listening
Leadership Development, Office of Professional and Organizational Development, HCPSS
Judgment/Criticism Autobiographical Listening Inquisitive Listening Solution Listening
Leadership Development, Office of Professional and Organizational Development, HCPSS
Productive ListeningProductive Listening
Listen to what is said and not said Observe body language Notice what words are used and how something is
expressed Validate a person’s perspective Show compassion Stay open in situations with conflict, anger and/or pain Breathe and allow space for warmth, grief, humor
Listen to what is said and not said Observe body language Notice what words are used and how something is
expressed Validate a person’s perspective Show compassion Stay open in situations with conflict, anger and/or pain Breathe and allow space for warmth, grief, humor
Productive CommunicationProductive Communication
Dialogue The capacity of participants to suspend assumptions
and genuinely ‘think together.’ Participants are oriented toward developing a
shared understanding of a topic Listening
Understand another’s point of view Express another person’s ideas, emotions and
problems
Dialogue The capacity of participants to suspend assumptions
and genuinely ‘think together.’ Participants are oriented toward developing a
shared understanding of a topic Listening
Understand another’s point of view Express another person’s ideas, emotions and
problemsSenge, P. M., (1990) and Senge, P., (2000)
Key Communication SkillsKey Communication Skills
Paraphrasing Perception Checking Clarifying Questions Requesting Clarification Summarizing Relevant Questions Offering Information Active and Attentive Listening
Collaborative Skills
Use these the most
Not as collaborative
Use sparingly
ParaphrasingParaphrasing
Case Manager gives back information shared by Teacher In own words In more specific and observable terms
T: Johnny’s reading comprehension is really low, he doesn’t seem to understand anything that he reads and only responds when I read aloud. He doesn’t even try.
C: It sounds like Johnny is having a difficult time with understanding text when he reads it but has an easier time when it is read to him.
ParaphrasingParaphrasing
Helps ensure that the Teacher knows that his/her statement was heard and understood
Helps to clarify the concern for both the Teacher and the Case Manager
Helps to develop the collaborative relationship between Teacher and Case Manager
The Case Manager chooses what to paraphrase
Helps ensure that the Teacher knows that his/her statement was heard and understood
Helps to clarify the concern for both the Teacher and the Case Manager
Helps to develop the collaborative relationship between Teacher and Case Manager
The Case Manager chooses what to paraphrase
ParaphrasingParaphrasing
Stems So what I think I’m hearing you say is. . . Let me see if this sounds right. . . Let me see if I understand you. ..
Stay away from What you mean is. . . What you are trying to say is. . . You’re saying that. . .
Stems So what I think I’m hearing you say is. . . Let me see if this sounds right. . . Let me see if I understand you. ..
Stay away from What you mean is. . . What you are trying to say is. . . You’re saying that. . .
Perception CheckingPerception Checking
Reflecting back the emotions that the teacher is conveying
T: I ask and ask and ask and still, I get no work completed from him! I go out of my way to help him out, giving up my planning time, and calling home, but still I get nothing!
C: Wow, it really sounds like you’ve tried a lot. This really sounds like a frustrating situation.
Reflecting back the emotions that the teacher is conveying
T: I ask and ask and ask and still, I get no work completed from him! I go out of my way to help him out, giving up my planning time, and calling home, but still I get nothing!
C: Wow, it really sounds like you’ve tried a lot. This really sounds like a frustrating situation.
Perception ThinkingPerception Thinking
Use this skill sparingly Don’t let it turn into a therapy session Keep the conversation focused on problem
solving Stems:
That sounds frustrating She sounds like a hand full
Use this skill sparingly Don’t let it turn into a therapy session Keep the conversation focused on problem
solving Stems:
That sounds frustrating She sounds like a hand full
Clarifying QuestionsRequesting Clarification
Clarifying QuestionsRequesting Clarification
Clarifying Question has 3 elements: A question Directly related to what teacher has said Purpose is to make the information more specific and
observable Requesting Clarification
Same as above, but in statement format
Clarifying Question has 3 elements: A question Directly related to what teacher has said Purpose is to make the information more specific and
observable Requesting Clarification
Same as above, but in statement format
Clarifying QuestionsRequesting Clarification
Clarifying QuestionsRequesting Clarification
T: I go over the words before we read and it doesn’t seem to help her understand.
C: How do you “go over” the words? (clarifying question)
C: Help me understand what you do to “go over” the words. (requesting clarification)
T: I go over the words before we read and it doesn’t seem to help her understand.
C: How do you “go over” the words? (clarifying question)
C: Help me understand what you do to “go over” the words. (requesting clarification)
Clarifying QuestionsRequesting Clarification
Clarifying QuestionsRequesting Clarification
Stems: Clarifying Questions Do you mean? How does. . . look in your class? Would you tell me a little more about that?
Stems: Requesting Clarification Help me understand more about. . . Could you give me an example of . . . Let’s talk about what happens when . . . Explain to me what you mean by. . .
Stems: Clarifying Questions Do you mean? How does. . . look in your class? Would you tell me a little more about that?
Stems: Requesting Clarification Help me understand more about. . . Could you give me an example of . . . Let’s talk about what happens when . . . Explain to me what you mean by. . .
SummarizingSummarizing
Takes a large chunk of information and puts it into concise forms that is specific and observable
Can be used Beginning of meeting - summarize what occurred
during previous meeting Middle of meeting - when a lot of information has been
shared and the CM wants to ensure being on same page with Teacher
End of meeting - to summarize what has occurred during meeting
Takes a large chunk of information and puts it into concise forms that is specific and observable
Can be used Beginning of meeting - summarize what occurred
during previous meeting Middle of meeting - when a lot of information has been
shared and the CM wants to ensure being on same page with Teacher
End of meeting - to summarize what has occurred during meeting
Relevant QuestionsRelevant Questions
Relevant Question has 3 elements: A question Not directly related to what the teacher has said Purpose is to introduce new information
T: He has difficulty writing. He can tell me what he wants to say but has difficulty putting it down on paper.
C: Does he have difficulty getting his work done?
Relevant Question has 3 elements: A question Not directly related to what the teacher has said Purpose is to introduce new information
T: He has difficulty writing. He can tell me what he wants to say but has difficulty putting it down on paper.
C: Does he have difficulty getting his work done?
Relevant QuestionsRelevant Questions
We’re really good at relevant questions, but these should be used sparingly.
For best results. . . Don’t change the direction of the problem-solving with
a relevant question until all the clarifying information about the concern has been elicited.
Use specific questions to get additional information about the student’s Prior Knowledge, Instructional techniques used in classroom, and Tasks given to the student
We’re really good at relevant questions, but these should be used sparingly.
For best results. . . Don’t change the direction of the problem-solving with
a relevant question until all the clarifying information about the concern has been elicited.
Use specific questions to get additional information about the student’s Prior Knowledge, Instructional techniques used in classroom, and Tasks given to the student
Offering InformationOffering Information
Sharing relevant or research-based information Leave “should” and “ought” out of conversation.
Don’t give advice.C: We know that 80-90% of behavioral concerns
have an underlying academic cause.OR
C: Often students have trouble staying on task if they feel like they won’t be successful. It’s better to say, “I didn’t try” than “I tried and still couldn’t do it.”
Sharing relevant or research-based information Leave “should” and “ought” out of conversation.
Don’t give advice.C: We know that 80-90% of behavioral concerns
have an underlying academic cause.OR
C: Often students have trouble staying on task if they feel like they won’t be successful. It’s better to say, “I didn’t try” than “I tried and still couldn’t do it.”
Active and Attentive ListeningActive and Attentive Listening
Using non-verbals to show that you are actively engaged in listening to the teacher
Using non-verbals to show that you are actively engaged in listening to the teacher
Practice: Relevant or ClarifyingPractice: Relevant or Clarifying
T: Getting his writing completed is a big problem. He’ll sit for a few minutes after I’ve given the instructions, and then he’ll get out of his seat to either ask me a question or sharpen his pencil. When the time is up, he’ll only have a few words written.
Write a question for the teacher. Try to decide if your question is Clarifying, Relevant, or Irrelevant.
T: Getting his writing completed is a big problem. He’ll sit for a few minutes after I’ve given the instructions, and then he’ll get out of his seat to either ask me a question or sharpen his pencil. When the time is up, he’ll only have a few words written.
Write a question for the teacher. Try to decide if your question is Clarifying, Relevant, or Irrelevant.
PracticePracticeExcerpt from a meeting between a teacher and a case
manager:
“Nelson is intent on manipulating situations to get everyone to focus their attention on him. When they don’t pay attention to him, he pouts or talks back if he doesn’t get his way. This is the kind of behavior I see at times when things are not going well for him. If he gets help immediately or is going through an activity successfully, I don’t see these behaviors. If he’s frustrated or down about something… well, we don’t get a whole lot done!”
Excerpt from a meeting between a teacher and a case manager:
“Nelson is intent on manipulating situations to get everyone to focus their attention on him. When they don’t pay attention to him, he pouts or talks back if he doesn’t get his way. This is the kind of behavior I see at times when things are not going well for him. If he gets help immediately or is going through an activity successfully, I don’t see these behaviors. If he’s frustrated or down about something… well, we don’t get a whole lot done!”