Effective Communication for Successful Teaching.pptx

power point presentation for teaching communication

1. agenda 1 https://2017-2020.usaid.gov/results-data/success-stories/rural-public-school-teachers-accelerate-learning-philippines https://www.shutterstock.com/image-photo/asian-mentor-leader-sharing-his-vision-2010062111 1 2 3

2. The power of communication

3. Basic presentation

4. WHAT IS COMMUNICATION?

5. Is the process of expressing and exchanging information, thoughts, ideas, and feelings. According to Wood (2004), communica - tion is a systematic process in which individuals interact with and through symbols to create and interpret meaning. COMMUNICATION

6. Communication is a process of sharing and conveying messages or information from one person to another within and across channels, contexts, media, and cultures ( McCornack , 2014).

7. Communication is a process. Communication is systematic. Communication is symbolic. Communication involves meaning. NATURE OF COMMUNICATION

8. 8 What is Communication and Why Is It Important? Teaching is based on communication, and a teacher who communicates effectively with his/her students is a great teacher.

9. 9 What is Communication and Why Is It Important? Verbal and non-verbal transmission and understanding of information, feelings, and emotions among human being. Instructional communication is the process by which teachers and students stimulate meanings in the minds of each other using verbal and nonverbal messages.

10. 10 What is Communication and Why Is It Important? In education, communication is essential for: understanding roles and assignments, planning and carrying out learning activities, coordinating approaches with students, providing information to teachers on student progress and behaviors, and building a positive relationship with students, teachers and other staff.

11. PERSUASION 11 - is an art of convincing someone to agree with your point of view. According to the ancient Greek philosopher, Aristotle, there are three tools of persuasion: ethos (the personal character of the speaker), pathos (the use of emotion), and logos (the logical, rational nature of the message).

12. Navigating Q&A sessions Know your material in advance Anticipate common questions Rehearse your responses 12

13. Speaking impact Your ability to communicate effectively will leave a lasting impact on your audience Effectively communicating involves not only delivering a message but also resonating with the experiences, values, and emotions of those listening  13

14. Role of Teachers' Credibility Teachers who have higher perceived credibility are also perceived as more effective teachers. Students who perceive their teachers as having high credibility are more motivated to learn than students who perceive their teachers as having low credibility. Students who perceive their teachers as having high credibility report higher cognitive learning than students who perceive their teachers as having low credibility. Students who perceive their teachers as having high credibility report higher affective learning than students who perceive their teachers as having low credibility.

15. Role of Teachers' Credibility Teachers who have higher perceived credibility are also perceived as more effective teachers. Students who perceive their teachers as having high credibility are more motivated to learn than students who perceive their teachers as having low credibility. Students who perceive their teachers as having high credibility report higher cognitive learning than students who perceive their teachers as having low credibility. Students who perceive their teachers as having high credibility report higher affective learning than students who perceive their teachers as having low credibility.

16. Role of Clarity Teachers who are perceived as clear are perceived as more effective teachers. Students who perceive their teachers as clear learn more than from teachers who are perceived as not clear. Teachers who are clear reduce students' fear or apprehension of communicating in the classroom. Teachers who are perceived as clear are liked more by their students, and students liked their course content more than that of teachers who are not perceived as clear.

17. Role of Humor Teachers who win awards for their teaching use moderate amounts of humor. Students do not prefer teachers who use an excessive amount of humor but do like teachers who use some humor when teaching. Students have individual differences and preferences for the amount and type of humor used by instructors. High school teachers use the same kinds and types of humor in the classroom as college teachers but not as extensively.

18. Role of Immediacy   Teachers who use affinity-seeking strategies are perceived to be more credible—that is more knowledgeable, trustworthy, and dynamic—than teachers who do not use affinity-seeking strategies. Teacher use of affinity-seeking strategies is moderately correlated with student motivation to learn. Teachers who evoke more positive feelings from students enhance the learning climate. Teachers who consciously use affinity-seeking strategies engender increased affinity with both the teacher and the subject matter. Teachers who use selected affinity-seeking strategies (e.g., assuming equality, conversational rule keeping, eliciting others' disclosure, facilitating enjoyment, and optimism) enhance student liking toward the teacher. Teachers of lower grade levels use different affinity-seeking strategies than teachers of higher grade levels.

19. Seek feedback Reflect on performance Explore new techniques Set personal goals Iterate and adapt 19

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21. Helpful Hints for Effective Communication 21 Establish a positive relationship with the students (respect, courtesy, friendship) Our job is to encourage students rather than to control. Be positive in speaking to the students, avoid "putting them down." When possible, organize ahead of time and think before speaking. Use the student's name. When giving directions, get the student's attention first. Speak in a calm manner. Try to maintain eye contact with the student.

22. Helpful Hints for Effective Communication 22

23. Responses Tend to Communicate Inadequacies and Faults Judging, criticizing, disagreeing, blaming. Example: "You are such a lazy kid. You never do what you say you will." Name-calling, stereotyping, labeling. Example: "Act your age. You are not a kindergartner." Interpreting, analyzing, diagnosing. Example: "You are avoiding facing this assignment because you missed the directions due to talking." 23

24. Messages Try to Make the Student Feel Better or Deny there is a Problem 24 Praising, agreeing, giving positive evaluations. Example: "You are a smart kid. You can figure out a way to finish this assignment." Reassuring, sympathizing, consoling, supporting. Example: "I know exactly how you are feeling. If you just begin, it won't seem so bad."

25. Active listening 25 Listening is an important part of effective communication. A good teacher must exhibit good listening behaviors and strategies. Helps students deal with and "defuse" strong feelings. Helps students understand their own emotions. Facilitates problem solving. Keeps the responsibility with the student. Makes students more willing to listen to others. Promotes a closer, more meaningful relationship between teacher and student.

26. Strategies to avoid communication breakdown Become an engaged listener- Learn to listen not only to the words being spoken, but how they are being spoken and the nonverbal messages sent with them. When you are an engaged listener, not only will you better understand the person, you will also make the person feel heard and understood. 26

27. Strategies to avoid communication breakdown 27 Pay attention to nonverbal signals- Developing the ability to understand and use nonverbal communication can help you connect with others, express what you really mean, navigate challenging situations, and build better relationship between the teacher and the student.

28. Strategies to avoid communication breakdown 28 Keep stress in check- Being aware of and in control of your emotions. It is learning how to manage stress.

29. Strategies to avoid communication breakdown 29 Assert yourself- Being assertive means expressing your thoughts, feelings, and needs in an open and honest way, while standing up for yourself and respecting others.

30. Conclusion: The Transformative Power of Effective Communication Effective communication among teachers is a powerful force that fosters a supportive environment, enhances classroom management, and improves student outcomes. Embrace it as a key to successful teaching.

31. "Effective communication is the bridge that connects teachers, students, and learning, transforming the classroom into a vibrant community of growth and understanding."

32. Let’s take this home…