Reflective Practice of Communication Skills
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- Date Submitted: 03/24/2011 04:51 AM
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3.2 : Reflect on the practical application of effective communication skills in your own teaching
I need to communicate two key messages each lesson, one is the theory planned to support that weeks’ theme and the other is to explain what the learners need to do during the practical - then I need to support them whilst they follow those instructions
My main means of communication are: non-verbally by flipcharts, handouts and recipes; visually through demonstrations; and verbally, through discussion, explanation, Q and A.
LAIRD stated in his sensory stimulation theory ‘that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%)’ (www.brookes.ac.uk)
Communication is quite a complex issue. Shannon and Weaver’s theory of communication which is based on the transmitting and receiving messages, allows for noise to interfere with the process.
‘At any stage of this process things may go wrong, making the communication less effective. For instance, the sender may not express what s/he wants to say clearly; ..or the receiver may not understand the words the sender is using. To be effective, teachers have to try to minimise these barriers to communication’ (www.cehjournal.org).
If my communication is 100% effective, then my learners will successfully complete the practical tasks as planned and take in all the information supplied to them, but this is not always so. What interferes with my transmissions and results in the learners receiving the incorrect information? I need to examine why, in order to improve in future lessons.
I have tended to assume that, because I know what I want them to do or know how to do an activity, then they should also. This has been a steep learning curve and my poor communication as been immediately evident when the learners failed to do the intended activity correctly. Have I been using the correct language level or just given too little clear info?’...
I need to communicate two key messages each lesson, one is the theory planned to support that weeks’ theme and the other is to explain what the learners need to do during the practical - then I need to support them whilst they follow those instructions
My main means of communication are: non-verbally by flipcharts, handouts and recipes; visually through demonstrations; and verbally, through discussion, explanation, Q and A.
LAIRD stated in his sensory stimulation theory ‘that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%)’ (www.brookes.ac.uk)
Communication is quite a complex issue. Shannon and Weaver’s theory of communication which is based on the transmitting and receiving messages, allows for noise to interfere with the process.
‘At any stage of this process things may go wrong, making the communication less effective. For instance, the sender may not express what s/he wants to say clearly; ..or the receiver may not understand the words the sender is using. To be effective, teachers have to try to minimise these barriers to communication’ (www.cehjournal.org).
If my communication is 100% effective, then my learners will successfully complete the practical tasks as planned and take in all the information supplied to them, but this is not always so. What interferes with my transmissions and results in the learners receiving the incorrect information? I need to examine why, in order to improve in future lessons.
I have tended to assume that, because I know what I want them to do or know how to do an activity, then they should also. This has been a steep learning curve and my poor communication as been immediately evident when the learners failed to do the intended activity correctly. Have I been using the correct language level or just given too little clear info?’...