B.Ed NOTES Course 1 interventions effective communication namrata
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The document discusses various life skills and interventions for improving communication skills, defining life skills as learned abilities that allow individuals to effectively deal with everyday demands and challenges. It provides definitions of life skills from WHO and UNICEF, and lists core life skills areas such as problem solving, decision making, and relationship skills. The document then outlines specific steps teachers can take to improve students' communication skills in the classroom, including establishing discussion norms, encouraging participation, and providing opportunities for small group work and open dialogue.
B.Ed NOTES Course 1 interventions effective communication namrata
- 1. COURSE 1 MODULE 3 Unit 6 Namrata Saxena, Asst Professor, PCER, New Panvel. c) Interventions for life skills in the areas of, Effective communication What are Life Skills? A skill is a learned ability to do something well. So Life Skills are the abilities that individuals can develop to live a fruitful life. DEFINITIONS WHO defines Life Skills as "the abilities for adaptive and positive behaviour that enable the individuals to deal effectively with the demands and challenges of everyday life". Here 'adaptive' means that a person is flexible in approach and is able to adjust in different circumstances and 'positive behaviour' implies that a person is forward looking and even in challenging situations, can find a ray of hope. UNICEF defines Life Skills as "a behaviour change or behaviour development approach designed to address a balance of three areas: Knowledge, Attitudes and Skills". IMPORTANCE OF LIFE SKILLS: Effective acquisitionandapplicationof life skillscan influencethe waywe feel aboutourselvesandothers,and equallywillinfluence the waywe are perceivedbyothers. Life skillscontribute toourperceptionsof self-efficacy,self-confidence andself-esteem. Life skillsthereforeplayanimportantrole inthe promotionof mental well-being.The promotionof mental well-beingcontributestoourmotivationtolookafterourselvesandothers,the prevention of mental disorders,andthe preventionof healthandbehaviourproblems. Core setof life skillsareas identifiedbyWHO(1994) for promotion of healthand well beingof childrenand adolescentsare: * problemsolving * decisionmaking(includinggoal setting) * critical thinking * creative thinking(includingvalue clarification) * communicationskills * interpersonal relationshipskills (includingassertiveness) * self-awareness * empathy * copingwithstress * copingwithemotions
- 2. Effective communicationmeansthatwe are able to expressourselves,both verbally and non-verbally,inwaysthatare appropriate toour culturesandsituations.Thismeansbeing able to expressopinionsanddesires,butalsoneedsandfears. INTERVENTIONS A classroomenvironmentreliesheavilyonthe qualityof communication takingplace withinit.Asan instructor,takingstepstowardsimprovingthe communicationskillsof yourstudentswill contribute positivelytowardsyourclassroomclimate.Studentswitheffectivecommunicationskillswillbe more likelytocontribute to classdiscussions,will be more productivemembersingroupprojects,andwill ultimatelygainmore fromtheirexperience inclass.The followingstepscanbe implementedto improve yourstudents'communicationskills,withthe intentof strengtheningthe classroom experience. StepsforImprovingStudentCommunicationSkills. 1. Establishthe groundrulesandnormsfor classdiscussionearlyon. By settingthe standardsforclassparticipationasearlyas possible,yourstudentswill be more likelytounderstandtheirrole indiscussion.Specificelements,suchaswhena speaker shouldraise theirhand,andmore intangible aspectssuchasthe tone forthe classroom environmentyouestablish,will helpyourstudentsunderstandhow communicationworks withinthe classroom. 2. Encourage all studentsto participate inclassdiscussion. Avoidfocusingonthe studentsthatare alwayswillingtoanswer.Lookforresponsesfrom the entire classroom,andbe willingtotake the time forthemto emerge. 3. Assignfrequentopportunitiesforsmall groupdiscussion. The more oftenstudentsworktogetherinordertocontribute tothe largerdiscussion,the more comfortable theywill become withinthe classroomenvironment,increasingtheir willingnesstocommunicate. 4. Adopta policyof opennesswithyourstudents. Whenyoumake a change to the class structure,or give anassignment,be openwithyour studentsaboutyourintentions,andseektheirfeedback.Bytreatingthemwithrespectand openness,youwillhelpfosteranenvironmentof trustwithyourstudents,increasingtheir likelihoodof opencommunication. 5. An importantaspectof learningisforstudentstobe able to communicate whattheyknow, or thinktheyknow. There has alwaysbeenthe notionthatyoulearnbestwhenyou actuallyhave toteachor explainaconceptto someone else.Thismeansbeingable toverbalize whatyouknow.So teachersneedtoencourage theirstudentstoverbalize theirownknowledgesothatthey can learnmore efficiently.Studentsonthe listening endalsobenefitfromhearingtheir classmatesexplanations. 6. Encouraginglisteningskills Whenstudentslistentoeachother,theyoftenbenefitfromhearingconceptsbeing explainedfromdifferentpointsandinwaysthatmightbe closerthe studentsway of
- 3. thinking.Whenstudentslisteneffectivelytheygeneratequestionstofurthereverybody's thinkingandlearning. 7. In orderto have gooddiscussionsteachersneedtoprovide problemsthathave multiple solutionsormethodsof solution. These typesof problemsare bestinsimulatingdiscussion,creativityandrisktaking.When teachersare tryingto encourage a meaningful discussionitiscrucial thattheygive their studentsplentyof time torespondandthinkaboutwhattheywantto say. 8. Teachersshouldavoidyes/noquestionsandshortansweredquestionif theywanttohave a qualitydiscussion. 9. Open-endedhigherlevel thinkingquestionsare the bestchoice togetstudentsthinkingand communicatingtheirideas. 10. The teachershouldstayinvolvedinthe discussiontocorrectwronginformationbutshould be careful whenpointingoutmistakes. 11. It is veryimportanttocreate and maintainanenvironmentthatstudentsfeel comfortable participating. 12. Anotherwayto encourage studentstocommunicate,especiallyif theyare tooshyto speak up,is to have themjournal. Dialogue journalsprovide apurposeful activityinwhichstudentscommunicate their thoughtsandfeelings.Itisimportantthatteachers collectthese journalsandrespondto them.The teacherdoesn'tnecessarilyneedtoevaluatethem, butshe/hecouldaskthe studentsquestionstofurthertheirthinking.Suchas,"Whydo youthinkthat?", "What could be anotherreason?",andso on.Studentscan alsoexchange journalstoshare theirideasand getresponsesfromothers. 13. Debate isanotherwayteacherscan provide theirstudentswiththe opportunitytopractice theircommunicationskills. Debate encouragesdifferenttypesof responses,helps studentstodevelopconvincing arguments,andallowsteachersandstudentstolearnfromone another. Thisalso encouragesstudentstobackup whattheybelieveanditallowsteacherstoreallygetagood ideaof what kindof conceptual knowledge students have aboutcertaintopics. 14. Engaginglearnerspurposefullyinactivitiesfordevelopingeffectivecommunicationsuchas debate,drama,hot-seating,makingspeeches,tellingstoriesandsinging 15. Techniquesforenhancingnonverbal communication a) Turn downthe soundof a televisionprogramandaskchildrentodescribe whatis goingon.Every once ina while,turnthe sounduptosee how accurate your childs descriptionsare. b) Sitand watch people;askchildrentodescribewhatvariouspeople yousee are thinkingorfeeling. c) Tell or hum a story withoutusingwords.Letchangesinyourvoice convey excitement,fear,happiness,andsoforth.Askchildrentodescribe whatthe story was aboutand discussdifferencesbetweenchildrensinterpretationsandintended meanings. d) Watch televisiontogetherandaskchildrentoobserve the waysthatactorsuse their eyestoconveymeaning.Talkwithchildrenaboutwhatdifferencesineye contact mean.For example,longandintense eyecontactusuallysignalsthatsomething importantisbeingsaid;prolongedlookingawaywhile talkingmayindicate dishonestyordisinterest. e) Cut picturesof people wearingdifferenttypesof clothingoutof magazines.Discuss withyourchildrenwhere eachof these peopleisprobablygoing,andwhattype
- 4. of activitytheymightdowhentheygetthere. 16. KnowingHowTo Listen Listeningisthe mostimportantpartof a good conversationand,perhaps,the most difficult.Here are some simple waystoencourage childrentospeakandlisten: ildinthe eye andnod yourheadin agreement.If youare sittingdown, leanyourbodyforwardand give him/heryourcomplete attention.The childrencan repeatthisina role playsituation 17. KnowingHowTo talk(Respond) Knowinghowtorespondisa critical elementincommunication.If we wantothersto share theirfeelings,opinions,fears,ordoubtswithus,we have towelcome themwarmly. tone of voice andalsoina situationwhere childrensoundrude,give order,shout.