Interpersonal CommunicationInterpersonal Communication

Unilateral communication Directive communication Transactional communication Interpersonal communication

CommunicationCommunication

Simultaneous sending and receiving Meanings in and among people Environment and noise in communication Communication through channels

Individualistic

Low-context: Communication is explicit and direct; one “gets to the point”

Talk: Self-assertion is achieved through talk; talk is used to achieve comfort in groups

Directness: Individuality and uniqueness are asserted, opinions are expressed to disagree, persuade, and avoid ambiguity

Uneven turn-taking: One party may dominate; both parties may introduce topics and speak at length about them

Collectivistic

High-context: Communication relies on context, past experience, and indirect cues

Silence: Comfort may be derived from silence; silence is used communicatively and is valued

Indirectness: Hints and subtle cues are used to maintain harmony, and ambiguity is tolerated to maintain harmony

Balanced turn-taking: Turns are distributed evenly; each party takes short turns and does not randomly shift topics

Frame of reference Selective perception

Listening Rationale for listening Factors that interfere with effective listening Improving listening skills

Nonverbal communication 93% Rule Body movements Vocal cues Spatial relations Minimal encouragers

Nonverbal communication principles Congruence Individualism

Verbal communication principles Concreteness Neutrality

Become a student of communication Nurture and communicate openness Keep communication meaningful Use silence effectively Adapt your communication to match the

task and the relationship

Statements that provide information Descriptive statements

Overt Covert

Guiding statements Used by one with greater expertise (e.g., teacher) Evaluation, advice

Statements that seek informationStatements that confirm or clarify information

Paraphrasing Reflecting Summarizing

The following invalidate another’s experience Finding the silver lining Being overly optimistic Offering blind reassurance Engaging in mind reading.

http://www.jaggym.com/blog/silver-linings

Characteristics of effective interpersonal feedback Descriptive feedback rather than evaluative or

advisory Specific feedback rather than general Feedback directed toward changeable

behaviors or situations Concise feedback Feedback checked to ensure clear

communication

Guidelines for giving effective feedback Solicited feedback rather than imposed Direct feedback rather than indirect Culturally sensitive feedback Well-timed feedback

Thank you for letting me observe your class, Jana. I can’t believe what a group of wild things you have to deal with. I thought it was incredible the way you handled them. They sure learned their lesson, didn’t they?

Let’s discuss my observation of your class, George. I couldn’t help but see that you have a very specific and detailed lesson plan. I also noticed that you frowned when Lea got out of her seat three times and you had to walk her back to it. It really screwed up your instructional pace.

I found it helpful to observe your class, Jerry, as it gave me a clearer picture of your students. I noticed that your speech remained low and deliberate and at a normal volume even when Gabriel and Pablo were throwing things at teach other. When you sat down next to them and spoke softly, they quit throwing things. Is that what you noticed too?

Thanks for letting me observe your class, Dwayne. You are the best. Way to go, dude. Keep it up.

Questions that seek information Questions that provide information Questions that clarify or confirm

information

Question format Direct/indirect Open/closed Single/multiple

How often does Jenny have these crying spells? Will you speak to Mr. White and can we discuss this more tomorrow at

lunch? I wonder how the other children react when Paula runs around the

room. Does Peter refuse to get out of bed only during the week or on the

weekends? Could you describe the kinds of problems Lee has in reading? What sets off this behavior and how often does it occur? I wonder if she has a disability and whether she’s overwhelmed by

being at a new school. When does she usually act that way?

Question format Direct/indirect Open/closed Single/multiple

Degree of concreteness Presupposition Prefatory statements

Use pauses effectively Monitor question-asking interactions Attend to the cultural context Make questions meaningful

Prior to the interview During the interview After the interview

Challenges Presented at the

Secondary Level

Barriers presented by the nature of high school environment

Co-teaching more complex at secondary level

Creating & Maintaining Co-teaching

Relationships

Know yourself Know your partner Know your students Know your “stuff”

Keefe, Moore, & Duff, 2004

A struggle that occurs when individuals, interdependent with others, perceive that those others are interfering with their goal attainment

Decisions made after addressing a conflict often are of high quality because of the intense effort invested in discussing perspectives and generating ideas.

Professionals implementing decisions emerging from conflict are likely to have a strong sense of ownership for the decisions and for the commitment to carry them out.

Conflict typically causes professionals to sharpen their thinking about their points of view so that they can clearly communicate them.

Often, professionals who successfully manage conflict develop more open, trusting relationships with one another. This facilitates their subsequent interactions.

Practice in effectively communicating during conflict can make it easier to address future conflict situations.

Between individuals with different goals Between individuals with the same goals Conflict about power

Competitive style Avoidance style Accommodative style Compromising style Collaborative style

HIGH

MEDIUM

LOW

LOW MEDIUM HIGH

IMPORTANCE of OUTCOME

IMP

OR

TA

NC

E o

f R

EL

AT

ION

SH

IP

Through negotiation Win/win goal

Through mediation Requires neutral 3rd party

Understand your own motivation and that of others

Clarify the issues Set your expectations Discuss each issue involved in the conflict Make and respond to offers Monitor for ethics and integrity

Resistance most often occurs as a response to an interpersonal exchange that has a personal impact. Resistance occurs only in response to a

perceived impending change. If no change exists, resistance vanishes.

Concerns about the proposed change Concerns about the personal impact of the

change Concern about others involved in the

change Homeostasis

Indicator Explanation

Refusing to participate Response to change is “no, thank you”•“I just can’t deal with doing that right now. I have too many other responsibilities.

Supporting without substance Response to change is “puppy on the dashboard” head nodding without meaning

Displacing responsibility Response to change is claiming others will not permit it.•“the other parents are going to complain” “I understand that the state has said this is not legal”

Deferring to a future time Response to change is putting it off

Relying on past practice Response to change is to call on tradition as a reason to retain the status quo. “We’ve always done it this way.”

Determine whether resistance is an appropriate response

Assess whether addressing resistance is warranted

Consider the extent of others’ commitment to change

Persuasion approaches Behavioral approach Consistency approach Perceptual approach Functional approach

Persuasion strategies Seek ways to promote incentives Relate the proposed change issue to a positive

image Provide opportunities for other to become

familiar with the change through observation Create discrepancies that can be brought to the

attention of resistant individuals Link the proposed change with the resolution of

the discrepancy

Relate the change to others’ knowledge and experience

Propose changes within the value system of others

Gain public commitment Involve others early in the planning stages Be sensitive to adult learning preferences Clarify ownership of the task or activity Obtain and use feedback from participants