Effective Peer Communication By Melanique Floyd Willa Banks Carmona Pam Yates.
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Transcript of Effective Peer Communication By Melanique Floyd Willa Banks Carmona Pam Yates.
Effective Peer Communication
ByMelanique Floyd
Willa Banks CarmonaPam Yates
Communication
No one would talk much in society if they knew how often they misunderstood
others.Johann Wolfgang Von Goethe
Many of the problems that occur in an organization are the direct result of
people failing to communicate.
Communication is the exchange and flow of information and ideas from one person to
another.Effective communication occurs only if the receiver understands the exact information
or idea that the sender intended to transmit.
The Communication Process
1. Thought- First, information exists in the mind of the sender. This can be a concept, idea, information or feelings.2. Encoding – Next a message is sent to a receiver in words or other symbols. 3. Decoding – Lastly, the receiver translates the words or symbols into a concept or information that he or she can understand.
Barriers to Communication
Cultural background and biasNoiseOurselvesPerceptionMessageEnvironmentalSmotheringStress
Effective E-mail
Your e-mails should be clear and concise. Sentences
should be kept short and to the point.
Writing Skills
Communicating through words can be more
concrete than verbal communications, with less room for error and even less room for mistakes.
Seven Ways to Improve Nonverbal
CommunicationEye Contact
Facial ExpressionGestures
Posture and Body OrientationProximity
Voice Modulation (Paralinguistics)Humor
Eye Contact
• Eye contact with audiences increases the speaker’s credibility.
• Teachers who make eye contact open the flow of communication and convey interest.
• Interpersonal communication helps regulate the flow of communication.
Facial Expression
Smiling is a powerful cue that transmits:
• Happiness• Friendliness• Warmth• Liking• Affiliation
Paralinguistics:
• Tone• Pitch• Rhythm• Timbre• Loudness• Inflection
Students report that they learn less and lose interest more quickly when listening
to teachers who have not learned to modulate their voices.
Gestures
If you fail to gesture while speaking, you may be perceived as boring, stiff, and unanimated.
A lively and animated teaching style captures students’ attention, makes the material more interesting, facilitates learning, and provides a
bit of entertainment.Head nods, a form of gesturing, communicate
positive reinforcement to students and indicate that you are listening.
Posture and Body Orientation
You communicate numerous messages by the way you walk, talk, stand, and
sit.
Standing erect, but not rigid, and leaning slightly forward communicates to
students that you are approachable, receptive, and friendly. Speaking with your back turned or looking at the floor
or ceiling should be avoided; it communicates disinterest to your class.
Proximity
• Rocking• Leg swinging• Tapping• Gaze aversion
You should move around the classroom to increase interaction with your students.
Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.
Humor• Humor is often
overlooked as a teaching tool.
• Laughter releases stress and tension for both the student and teacher.
• It fosters a friendly classroom environment that facilitates learning.
Research shows that an effective peer mediation program can reduce fights,
discipline referrals, suspensions, and can increase positive school climate,
teachers’ time teaching, and students’ time learning.Leigh Jones-Bamman
Program Manager for the Governor’s Prevention Partnership
Benefits of Peer Mediation Programs
• provides a safe structure for people to solve their problems and negotiate
• improves communication among students, administrators, teachers, and staff members
• makes people more comfortable talking to someone their own age who understands their concerns and their perspective
• peers are less threatening to talk to than authority figures and this promotes honesty and willingness to collaborate
• people learn that they have to listen to others’ point of view• helps people learn to live in a multicultural world
Creating and Sustaining Collaborative Relationships
Among Teachers
Collaboration provides teachers with a vehicle for sharing a common
knowledge base and vision. Yet few teachers are using collaboration on a
regular basis as part of their work.
Collaboration allows teachers to:
• Develop a sense of community• Improve the quality of their teaching by
working together on unit plans, lessons and assessments
• Recognize and appreciate diverse talents
Teachers who work autonomously have found it difficult to modify their lessons and instructions to reach the varied and
changing needs of their students.
Think of some ways you can collaborate with the teachers on
your team.
Researchers have indicated that two components are necessary when building a collaborative
relationship:•It needs to take place with an equal relationship among all parties.
•All parties must make a commitment to engage in dialogue and mutual inquiry. Each participant must have opportunities to experience each other’s knowledge and expertise (Ferrara, 2000).
ConclusionBuilding new relationships, whatever the
circumstances, takes time; rebuilding relationships in which trust has been damaged can take far longer (Young, 1998). If we hope
to make meaningful, lasting change within school communities, establishing trust as a
priority and taking the time to develop it looks to be well worth the investment. “Without trust, a school cannot improve and grow into the rich,
nurturing microsociety needed by adults and children alike.”(Blase and Blase 2001)