Communication skills for educators

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Communication Skills for Educators Chapter 1, 2 & 3 Antwuan Stinson, Ed.D. Curriculum & Instruction Alabama State University

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Communication Skills, education

Transcript of Communication skills for educators

Page 1: Communication skills for educators

Communication Skills for Educators

Chapter 1, 2 & 3

Antwuan Stinson, Ed.D.

Curriculum & Instruction

Alabama State University

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Chapter 1 Needs Theories

AbrahamKnowledge and UnderstandingSelf actualizationSelf respectBelonging and affectionSafety and security

People have an innate need to be competent and accepted.

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Needs Theories

Rudolf DreikursChildren have a basic need for social

acceptanceFour goals associated with behavior (p. 5&6)

Attention gettingPowerRevengeDisplays of inadequacy

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Needs Theories

Williams GlasserFive basic needs

To survive and reproduceTo belong and loveTo gain powerTo be freeTo have fun

Students will function productively in school environments that allow

them to experience a sense of control or power over their learning.

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Needs Theories

Stanley CoopersmithSignificance - a sense of being valuedCompetence – being able to perform a socially

valued task as well or better then other’sPower – the ability to understand and control

one’s environment

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Cultural Differences

Disproportion of suspensions and expulsions

Discipline IncongruenceCulturally responsive classroom

management

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Approaching Classroom Management

Individual life experiencesPersonal values and teaching styleOrganizationResponding to “abnormalities”Think critically of the best solution

The dynamics of the classroom will dictate the approach to dealing with discipline and ultimately the quality of learning in your classroom.

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Chapter 2 Classroom Relationships

What do students value in a teacher?Make sure that students did their workControl the classroom willing to help students wherever

and whenever neededExplain assignments and content clearlyVary the classroom routineTake the time to know students

Darling-Hammond found that 84% of teachers interviewed stated creating positive relationships with students and developing materials related to needs were the most important ingredient to effective teaching.

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Get to know students

Family structureLife cycleRoles and interpersonalDisciplineTime and spaceReligionFoodHealth and hygieneHistory, tradition, holidays

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Get to know students

Arrange individual conferences with students

Demonstrate interest in activitiesEat lunch with studentsSend letters and notes to studentsSuggestion boxSchool and community events

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Communicate High Expectations

High achievers receive more response opportunities; are given more time to answer questions;

Call on low achievers more Give a little more wait time for lows Provide more accurate feedback to lows Reduce interruptions of lows

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Avoiding Negative Effects of Teacher ExpectationsUse information from test, cumulative folders, and other

teachers very carefullyBe flexible in your strategiesMake sure all students are challengedBe careful how you respond to low-achieving studentsUse materials that show a wide range of ethnic groupsBe fair in evaluation and disciplinary proceduresCommunicate to all students that you believe they can

learn-and mean it Involve all students in learning task and in privilegesMonitor nonverbal behavior

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Stages of Group Development

Dependency Authority figure provides structure

Teacher provides clear classroom and behavior standards

Inclusion or orientation

Members are concerned about belonging

Teacher gives activities to ensure students are valued and competent

Dissatisfaction Concern about who makes decisions in the group

Obtain feedback: problems, meetings, environment

Resolution Students listen more; greater group unity

Implement instructional strategies to involve all

Production Student social and academic needs

Be a reflective practitioner

Termination Students need closure on group experience

Discuss classroom events, projects, conclusions

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Acquaintance Activities

1. Name chain

2. Bingo

3. Interviews

4. Guess who?

5. Who are we?

6. T-shirt

7. Shoe box or Paper bag

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Creating a Positive School Climate

Take pictureInvolve students in special projectsSet aside time to read quietlyAt the end of the day, write about a

positive experience

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Chapter 3 Working with Families

Methods for obtaining supportIntroductory letterPhone callsHome visitsInitial meeting

Open house or back to school night

Follow up

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Working with Families

Continuous InteractionWeekly planner or folderFriday envelopes or activities sheetNewsletterProgress report

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Working with Families

Prepare for conferencesParents feelings about the classStudent academic workStudent behaviorData on conferences with colleagues

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Looking for Employment

Apply early

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School Policies

How to stay out of trouble

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Be familiar with school policies from the start!Policies relating directly to students:Attendance/Tardy PolicyAcademic/Grading PoliciesTelephone use (school phones, cell, pagers)Student Dress and Grooming PoliciesSafe School Policies

Weapons, fighting, intimidation, verbal abuse, etc.Alcohol, Tobacco, and Drug PoliciesSexual Harassment Policy

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Policies you’ll need to be aware of as a teacher Internet/Email use policiesFamily Educational Rights and Privacy Act (FERPA)

PoliciesPolicies regarding the reporting of abuse, neglect, suicide

threats, etc.Emergency procedures

Fire, earthquake, bomb threat, intruder, etc.Field Trip policiesAccident reporting proceduresReporting academic progressPurchasing guidelinesSubstitute teachers

Requests for, planning, etc.Use of videos, movies, and instructional materials

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If you advise a student group:

Be familiar with:Travel policiesFundraising policiesActivity absence policiesStudent organization finance policies

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Questions/Remarks…