Effective Communication 

While whole classes can be taught communication, two types–verbal and nonverbal communication–will be discussed in this section along with effective listening.

Verbal and Nonverbal Communication

Whether one is aware or not, communicating with others involves both verbal (i.e., what one is saying) and nonverbal (e.g., facial expressions) components. To help set the stage for communication, watch the TED talk by Melissa Marshall (2012) in the link below. Melissa’s talk involves scientists; however, the information can be applied to your role as an educator. As you watch the TED talk, think of how this information might apply to your role as a teacher. You may think back to when you were a student, and your teacher used jargon that you did not understand. Perhaps the teacher used the term think-pair-share, but did not explain what this meant, and you were confused. How might you use this information when teaching students, when talking to other teachers, when working with families, or when communicating information to your administrator?

Watch this TED Talk on Talk Nerdy to Me.

There are several ways that one may communicate: verbal, nonverbal, written, and visual (Valamis, 2023). In our role as a teacher, it is important to recognize these forms of communication in yourself and in others, including your students. It is necessary to be an effective communicator to ensure that your students are learning, that the information you need to share with families and guardians is being received, that you are communicating your needs and the needs of your students to other team members and community members. You must also understanding how your students utilize these forms of communication to ensure that you are meeting their needs.

Verbal communication includes all the components of speaking. These include not only the content of what you are communicating, but also the way in which you say it. The content, as noted in the TED talk, includes how something spoken or presented will impact the way in which the information is received.

Nonverbal communication involves all the components you provide to others that are not verbal, including body language and facial expressions. Oftentimes, you may not be aware of the nonverbals you are providing to others while communicating; sometimes, these nonverbals are more powerful than the verbal communication. To help you understand the different types of nonverbal communication, read this article by Kendra Cherry (2023) on the Types of Nonverbal Communication.

Application via “I Love Lucy” – Part 1

I Love Lucy was a popular American 1950’s sitcom. Watch this video of Lucy and Ethel at the Chocolate Factory (03:06). 

Lucy (Lucille Ball) and Ethel (Vivian Vance) take on a new job at the chocolate factory in the classic I Love Lucy episode, “Job Switching,” but they soon get more than they bargained for when put on the high speed assembly line.

While watching it, consider the communication between the characters and information shared in the course text. Make note of the following:

  1. Did the supervisor effectively communicate the expectations?
  2. Did Lucy and Ethel communicate that they understood the expectations?
  3. What could the supervisor have done to assist with ensuring understanding?
  4. What could Lucy and Ethel have done differently in this situation?
  5. What nonverbal communication occurred?

Continue reading. Periodically, we will return to the video and consider the application of what we are learning.

Effective Listening

Now that you understand two components of communication, verbal and nonverbal communication, it is important to listen to what is being communicated. To help develop your listening skills and help your students be better listeners, read following article presented by Abrahams and Groysberg (2021) on How to Become a Better Listener.

Application via “I Love Lucy” – Part 2

When thinking back to the I Love Lucy video, consider the communication between the characters and information shared in the course text. Make note of the following:

  1. What evidence do you have that Lucy and Ethel were effectively listening to the supervisor?
  2. What evidence do you have that the supervisor was effectively listening to Lucy and Ethel?
  3. What could all these individuals have done to improve and ensure effective listening?
  4. What are the power dynamics in this video? What, if anything, could all individuals have done to address these power dynamics?

Continue reading. Periodically, we will return to the video and consider the application of what we are learning.

License

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Design of Individualized Education Programs (IEPs) Copyright © 2023 by Aaron Deris, Ph.D.; Amy Murzyn, Ed.D.; and Kiersten Hensley, Ph.D. is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted.

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