Communication Skills for Educators Chapter 1, 2 & 3 Antwuan Stinson, Ed.D. Curriculum & Instruction Alabama State University
Jan 20, 2015
Communication Skills for Educators
Chapter 1, 2 & 3
Antwuan Stinson, Ed.D.
Curriculum & Instruction
Alabama State University
Chapter 1 Needs Theories
AbrahamKnowledge and UnderstandingSelf actualizationSelf respectBelonging and affectionSafety and security
People have an innate need to be competent and accepted.
Needs Theories
Rudolf DreikursChildren have a basic need for social
acceptanceFour goals associated with behavior (p. 5&6)
Attention gettingPowerRevengeDisplays of inadequacy
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.
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
Cultural Differences
Disproportion of suspensions and expulsions
Discipline IncongruenceCulturally responsive classroom
management
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.
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.
Get to know students
Family structureLife cycleRoles and interpersonalDisciplineTime and spaceReligionFoodHealth and hygieneHistory, tradition, holidays
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
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
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
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
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
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
Chapter 3 Working with Families
Methods for obtaining supportIntroductory letterPhone callsHome visitsInitial meeting
Open house or back to school night
Follow up
Working with Families
Continuous InteractionWeekly planner or folderFriday envelopes or activities sheetNewsletterProgress report
Working with Families
Prepare for conferencesParents feelings about the classStudent academic workStudent behaviorData on conferences with colleagues
Looking for Employment
Apply early
School Policies
How to stay out of trouble
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
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
If you advise a student group:
Be familiar with:Travel policiesFundraising policiesActivity absence policiesStudent organization finance policies
Questions/Remarks…