Good Communication Skills: Problem Solving

Good Communication Skills Problem SolvingIn the secondary tame setting, well-developed dialogue skills are an essential component of effective classroom management. They enable teachers to develop mutually respectful reciprocal interactions with school-age childs that serve to augment classroom experiences and outcomes. Various features and methods of intercourse may be used to call forth interpersonal exchanges, promote effective problem-solving and expedite conflict resolution. These are the vital building blocks that serve to build go for and understanding. Moreover, the many factors involved in effective confabulation assist greatly in facilitating warm reciprocal student/teacher relationships and productive education environss which in turn, foster positive deportment and study outcomes. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003)Many secondary school students perceive this time period to be especially challenging. Developmentally, such students are experienci ng vast upheaval as they suffer to negotiate the maze to stimulated, social, physical and cognitive maturity. The secondary school years are further complicated as adolescents begin to consolidate their sense of identity, strive for greater autonomy and freedom and their social net consorts expand. These momentous changes may cause many students to flounder and struggle both behaviourally and academically. Fortunately, by the use of effective interpersonal confabulation techniques teachers are able to build respectful, reciprocal relationships that bolster secondary students throughout this tumultuous journey. (Martin, 2010)Interpersonal communication is a complex practice that involves transmitting and receiving meats. Spoken words are used to convey meaning but the often overlooked non-verbal components of communication are of pertain importance and comprise at least 50% of message content. Such components include eye contact, paralinguistics, positioning and aim, facial e xpressions, gestures, proximity and touch, personal appearance andcommunication setting. These factors have enormous potential to interfere with and distort the meaning of intended messages. As such, it is of paramount importance that teachers avoid making rushed interpretations of student non-verbal behaviour and also pay attention to the congruence of their own non-verbal communication. Actions tend to speak louder than words so incongruous non-verbal communication has the potential to seriously undermine message integrity and cause student confusion. (Arthur-Kelly et al., 2003) As stated by Charles (2000, pp. 48-49) To a surprising degree, how you communicate determines your effectiveness as a teacher. Relationships are built on communication and easily destroyed by it.Because so much of communication has the potential to be misunderstood it is essential for teachers to employ strategies that minimise the chance of this occurring. whiz sorticularly effective method is the use o f active earreach (Arthur-Kelly et al., 2003). Active listening is not merely hearing but a much more(prenominal) purposeful action that involves being attentive, endeavouring to understand communicated concerns and emotions, clarifying through appropriate mocking and supporting problem solving (Weinstein, 2007). During active listening, the recipient of the message interprets what has been utter and accurately reflects this back to check understanding of the speakers concerns and associated feelings. This process enables the speaker to feel acknowledged, supported and confident that they have been understood. It encourages the speaker to continue expressing, clarifying and garnering support to work through issues constructively (Geldard Geldard, 2007). By using the active listening technique, teachers send a strong message to students that they genuinely care. Congruently, caring, and especially student perception of such, is an important prerequisite for establishing the hea lthy relationships that promote positive behaviour and academic outcomes (DeSantis King, Huebner, Suldo Valois, 2006).4Several other communication processes may also be used to enhance the active listening process and to convey genuine concern and caring to students. These include making appropriate eye contact by altering posture to match the level of the speakers, using congruent facial expressions, employing minimal verbal cues and persevering with active listening until the speaker feels ready to conclude (Weinstein, 2007). Open questioning is also important. This involves the formulation of questions that require more than a negative or affirmative response. Such questioning is particularly useful to bring to light antecedently unconsidered issues and also to clarify information. Additionally, it is an effective way of encouraging ongoing conversation (Geldard Geldard, 2007).The combination of the abovementioned strategies effectively facilitate clear expression and enhance listening accuracy during conversations. In secondary classroom situations, however, it is often necessary to ensure that interference whilst conveying messages is eliminated as efficiently as possible. In these situations, assertive communication is an asset (Arthur-Kelly et al., 2003). During assertive communication, the rights of both the speaker and the listeners are upheld, thus reducing interference. This method of communicating is neither passive nor aggressive. Rather, communicating assertively means expressing messages in a no-nonsense manner that is straightforward, honest and inoffensive (Mohan, McGregor, Saunders Archee, 2008).One such way of communicating is through the use of I statements. I statements are a practical method for allowing the speaker to convey their message and simultaneously make their needs known without impinging on the rights of others. They are often particularly worth(predicate) as they alert the listeners to the speakers faith in their cooperat ion without any associated threatening connotations (Arthur-Kelly et al., 2003). Assertive statements are generally stated in three parts, to describe specific behaviours, to chalk out feelings associated5with such behaviour and to illustrate the effects of such behaviour. They send a clear message to the recipient without risk of offense (Mohan et al., 2008). Spoken calmly, I messages operate to provide valid, comprehensive feedback to students about the effects of their behaviour in a respectful, non-intimidating way (Arthur-Kelly et al., 2003).Despite the demonstrated efficiency of communication processes such as active listening and assertive communication, in secondary classrooms, the potential for conflicts and unresolved problems remains ever-present. Because of the stress and anxiety that is often associated with the dramatic changes experienced by adolescents, that they may at times act with confusion as they try to articulate their thoughts and feelings. This may precipit ate seemingly inappropriate words and actions that may need wary negotiation to decipher and resolve (Brown, 2005). Negotiation is a problem-solving communication skill that incorporates active listening and assertive behaviour. Essentially, negotiation involves using mutual respect and communication devoid of interference by such contaminants as high emotive states (Arthur-Kelly et al., 2003).In negotiation, six tonuss are used to facilitate problem-solving. The first step involves problem identification using I messages, open questioning and active listening. Step two necessitates the identification of possible problem-solving options. This is facilitated through the collaborative listing of suggestions which are freely expressed and are neither evaluated nor censored (Arthur-Kelly et al., 2003). In step four, this process is refined as stakeholders are provided with the opportunity to delete any previously generated options that they find entirely unacceptable. Subsequently, in step five the adolescent selects their most favourable option which they believe is most likely to be successful and an promise to implement thisis established. Step six completes the procedure and involves agreeing on a time period before the results of the solution are reviewed. During the review process, permanent6 performance may be decided upon or in the case of an unsatisfying outcome the negotiation procedure go away be repeated (Arthur-Kelly et al., 2003).Walsh (2004) alludes to the fact that during adolescence, emotional regulation is still undergoing development. This is one explanation for what appears to be ill-mannered, impulsive and angry behaviour that is periodically demonstrated by adolescents. Understanding by secondary teachers that adolescents will at times make social errors is extremely judicious and has enormous potential to be relationship building, setting the stage for cooperation (Brown, 2005). Consistent, considered action on the part of the secondary teacher leads to the building of trust that is integral to respectful relationships. Likewise, appropriate and effective communication builds mutual respect and is the foundation of all positive learning environments (Brown, 2005). All classroom learning occurs in the context of interpersonal interactions and this reciprocal arrangement wields a potent influence over the learning environment and associated student achievement. Effective communication between teachers and students has a reciprocal effect. Resultantly, it stands to reason that such interpersonal interactions are a vital component of positive classroom environment and associated enhanced behaviour and learning outcomes (Goh Fraser, 2000).Much research exists to support the notion that positive relationships between students and teachers enhances learning environments, leading to improved behaviour and favourable learning outcomes (den Brok, Levy, Brekelmans Wubbels, 2006 Fraser Walberg, 2005 Urdan, Schoenfelder, 20 06). More particularly, student motivation, learning and degree of compliance are predominantly shaped by their perception of their relationship with their teacher (den Brok, Levy, Brekelmans Wubbels, 2006). During the turbid secondary school years students care a great deal about establishing positive relationships with their teachers and the level of support this provides. As such, they respond7with far greater enthusiasm, say engagement and augmented effort, both behaviourally and academically, when they perceive that their teachers care about them (Urdan, Schoenfelder, 2006). By using effective communication skills, teachers are equipped with the tools to impart this powerful flavor in their students, thus leading to respectful reciprocal relationships, positive learning environments and associated behavioural and academic growth.8