Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Standard 3.5
Effective communication is one of main cornerstones
for creating a positive learning environemnt.
for creating a positive learning environemnt.
In the classroom I use socratic questioning techniques, including:
Questions of clarification
Questions that probe assumptions
Questions that probe reason and evidence
Questions about viewpoints or perspectives
Questions that probe implications and consequences
Questions about the questions
For managing behaviour I use I-messaging communication techniques
This assertive communication technique was developed by Gordon (1974). The formula for constructign an I-message is:
I use negotiating skills
Step 1: Identify the problem
Step 2: Identify possible options
Step 3: Identify the outcomes of each choice
Step 4: Delete unacceptable choices
Step 5: Apply the agreed solution
Step 6: Identify a time for review
Adapted from Dinkmeyer and Mackay, 1982 and Gordon 1974.
I model active listening skills
For example:
I use effective non-verbal communication
I am sensitive to cultural differences
During my placement I have shared classrooms with students from a variety of cultural backgrounds. I have respected student diversity at all times and have made efforts to gain further insight by reading recommended texts relevant to communication, diversity and inclusion.
Questions of clarification
- What do you think is the main issue here?
- What do you think John meant by his comment?
- Jane, summarise in your own words what Mason has said?
- Could you give an example?
- How does this relate to our unit of inquiry?
Questions that probe assumptions
- What are you assuming?
- What could we assume instead?
- You seem to be assuming ....Do I understand you correctly?
Questions that probe reason and evidence
- What would be an example?
- Why do you think that is right?
- How could we go about find out if that is true?
- What is the evidence?
Questions about viewpoints or perspectives
- What would someone who disagrees say?
- Does anyone in the class think differently?
- How are Mary's and John's ideas the same? Different?
Questions that probe implications and consequences
- But if that happened, what else would also happen as a result? Why?
- What are you suggesting?
Questions about the questions
- Why do you think I asked this question?
- How does ....apply to everyday life?
For managing behaviour I use I-messaging communication techniques
This assertive communication technique was developed by Gordon (1974). The formula for constructign an I-message is:
- When I get interrupted during a lesson I feel frustrated because I have to keep stopping.
- When I find the classroom in a mess I feel disappointed because I try to keep it tidy.
- When I see how much you've learned I feel proud because my work has been successful.
- When I see you tapping your pencil loudlyI feel frustrated because I know others cannot hear properly. (Optional) I would rather you put the pencil down and listen quietly.
I use negotiating skills
Step 1: Identify the problem
Step 2: Identify possible options
Step 3: Identify the outcomes of each choice
Step 4: Delete unacceptable choices
Step 5: Apply the agreed solution
Step 6: Identify a time for review
Adapted from Dinkmeyer and Mackay, 1982 and Gordon 1974.
I model active listening skills
For example:
- "Let me understand you correctly..."
- "You feel...because..."
- "Sounds like..."
- "It must be...when..."
I use effective non-verbal communication
- positive gestures, posture and positioning
- appropriate facial expression and eye contact
- proximity, touch and physical setting
I am sensitive to cultural differences
During my placement I have shared classrooms with students from a variety of cultural backgrounds. I have respected student diversity at all times and have made efforts to gain further insight by reading recommended texts relevant to communication, diversity and inclusion.
