1. change occures-dynamic

2. irreversible-can't take back words

3. proactive-must listen and speak

4. contextual-talking in a particular setting

Ex-reprimanding in a public setting

5. Interactive-affects everyone in the settng een if you don't say anything

communication atlas

5

cause/effect- message is distorted as it moves frm link to link. The "noise" is whatever is making the information difficult for the teacher to understand.

psychological- the person must rely on past experience to make sense of the new information

interactive- success is made when the teacher can interpret meaning from the interaction and articulate that

 meaning.

pragmatic- how people respond to patterns

Semiotic- a difference between what was said than what was meant. Seek first to understand, then to be understood.

barriers of self- a supervisors personal characteristics and sense of self cause mixed/multiple messages to be sent

barriers of relationship- view of each other and their prof. competence create distortions/inaccuracies in sending/receiving messages

barriers in the message-words not understood, not enough info., conflicting/double messages

organizational barriers- structure of organization, flow of infor., norms of organization, value of dialogue.

clarity- clear/simple messages;relateable

concreteness-precise or pictorial words

correctness- use of grammar to convey meaning

conciseness- present points quickly and efficiently so messag is simple and direct

cultural sensitivity- respect for audience

*The sup. must provide opp. for a response; encourage responses from the listener

1. asking clarifying questions: verify the meaning of the teacher's message. Ex- "I'm not sure what you mean when you say mark is an active student." "Is he disruptive?"

2. paraphrasing/summarizing: goal is for sup. to put what was said into their own words so that teacher can correct or modigy the content.

3. Perception checking- Ex- teacher isn't saying anything during a meeting. Principal could say:"I have a feeling that you are angry about this meeting." Teacher replies: "No, I'm just tired."

3. Offering INformation: provide enough relevent info. from the sup. perspective to enable the teacher to weigh info. and determine its appropriatness for a given situation

4. Active attention listening- eye contact and open body posture "Yes I see." "Go On." "Uh-hu" MOST CRITICAL

5. Encouraging the heart- help one to feel their contributions are important.

Promotes free and open comm. : listen w/ eyes, ears, and heart

1. Changing the subject- draws attention away from teacher's message

2. explaining the teacher's behavior- tells the why she feels a certain way. Ex- " I know you are upset about the test scores, butg remember you were sick this past week. Comm. that there is more to the situation than the spoken word.

3. Giving directions- offering info. Ex- (after hearing a few min. of teacher's concern, the sup. gives her a list of things to do.) This implies that the subject is not open for discussion. Teacher probably won't cont. conversation.

4. Leveling the teacher's expectations- Doesn't encourage additional dialogue on situation and escalates teacher's anxiety. Ex- " I hope you won't have any concerns about the new spelling program.

5. Denying teacher's feelings- Sends message that teacers feelings don't count. Ex- "surely u don't feel that way about..."

6. Giving commands/orders- limits further comm.

Ex- " u will do fastt math 3 times a week.

Feels that sup. would rather issue orders regardless of app. to teacher's needs

open/honest dialogue

discussion leads to mutual understanding and prof. dev.

attention given to: pitch, rate, volume, variety

1. avoid making judgemental statements-when describing classroom events and teaching behaviors

2. comm. w/ active and precise terms- understand each other's meaning

3. Teachers area of instructional concern- id in precise and specific terms

observable behaviors-Ex "I noted that you asked 18 questions and Alexis, Peyton and Brent were the students that answered. "

Describe the classroom behavior impartially and factually instead of evaluatively.

accurate

specific and precise descriptions

measurable

observable

not judgemental

writing-provides perm. records, valuable data for legal doc. and has greater impact on reader/receiver

oral face to face- conferences, group meetings, social functions

oral electronic or visual- telephone, email, announcements

avoid writing up/down

no sarcasm or irony

concrete words/illus.

direct "get to the point"

facial expressions

gesturs

dress

tone of voice

phy. environment

a. haptic- hand motions "hand shake"

b. optic- use of eyes to send messages

c. proxemic-personal space

d. labic-smiles, frowns, pouts

e. pedic-fett "tapping, swinging feet"

f. chronic-color

1. never 100% accurate

2. increase effectiveness by giving imm. feedback (2 way comm. )

3. experience, expertise, credibility of individual affect freq. of interaction

4. message distorted by types of personality of sender/receiver

5. more effective when share common views

6. most eff. when consisiten w individual view