7 Interpersonal Skills

A strong, healthy relationship is one in which the partners show respect and kindness toward each other. The relationship forms a rewarding and enduring bond of trust and support. Here are seven power skills by Steve Brunkhorst that will help you form stronger alliances and bring more closeness, authenticity and trust to your relationships.

1. Relax Optimistically

If you are comfortable around others, they will feel comfortable around you. If you appear nervous, others will sense it and withdraw. If you are meeting someone for the first time, brighten up as if you've rediscovered a long-lost friend. A smile will always be the most powerful builder of rapport. Communicating with relaxed optimism, energy and enthusiasm will provide a strong foundation for lasting relationships.

2. Listen Deeply

Powerful listening goes beyond hearing words and messages; it connects us emotionally with our communication partner. Listen to what the person is not saying as well as to what he or she is saying. Focus intently and listen to the messages conveyed behind and between words.

Listen also with your eyes and heart. Notice facial expressions and body postures, but see beneath the surface of visible behaviors. Feel the range of emotions conveyed by tone of voice and rhythm of speech. Discern what the person wants you to hear and also what they want you to feel.

3. Feel Empathetically

Empathy is the foundation of good two-way communication. Being empathetic is seeing from another person's perspective regardless of your opinion or belief. Treat their mistakes as you would want them to treat your mistakes. Let the individual know that you are concerned with the mistake, and that you still respect them as a person. Share their excitement in times of victory, and offer encouragement in times of difficulty. Genuine feelings of empathy will strengthen the bond of trust.

4. Respond Carefully

Choose emotions and words wisely. Measure your emotions according to the person's moods and needs. Words can build or destroy trust. They differ in shades of meaning, intensity, and impact. What did you learn when listening deeply to the other individual? Reflect your interpretation of the person's message back to them. Validate your understanding of their message.

Compliment the person for the wisdom and insights they've shared with you. This shows appreciation and encourages further dialogs with the individual. A response can be encouraging or discouraging. If you consider in advance the impact of your emotions and words, you will create a positive impact on your relationships.

5. Synchronize Cooperatively

When people synchronize their watches, they insure that their individual actions will occur on time to produce an intended outcome. Relationships require ongoing cooperative action to survive and thrive.

As relationships mature, the needs and values of the individuals and relationship will change. Career relationships will require the flexibility to meet changing schedules and new project goals. Cooperative actions provide synchrony and build trusting alliances. They are part of the give and take that empowers strong, enduring relationships.

6. Act Authentically

Acting authentically means acting with integrity. It means living in harmony with your values. Be yourself when you are with someone else. Drop acts that create false appearances and false security.

When you act authentically, you are honest with yourself and others. You say what you will do, and do what you say. Ask for what you want in all areas of your relationships. Be clear about what you will tolerate. Find out what your relationship partners want also. Being authentic creates mutual trust and respect.

7. Acknowledge Generously

Look for and accentuate the positive qualities in others. Humbly acknowledge the difference that people make to your life. Validate them by expressing your appreciation for their life and their contributions. If you let someone know that they are valuable and special, they will not forget you. Showing gratitude and encouragement by words and actions will strengthen the bonds of any relationship.

Don't forget to acknowledge your most important relationship: the relationship with yourself. Acknowledge your own qualities, and put those qualities into action. You cannot form a stronger relationship with others than you have with yourself. You will attract the qualities in others that are already within you.

Ask yourself: What thoughts and behaviors will attract the kind of relationships I desire? What is one action I could take today that would empower my current relationships?

Write down all the qualities or behaviors that you desire for your relationships. Select the power skills that will attract those qualities. Keep a journal of the actions you take and the progress you make. By turning these skills into lifelong habits, you will build relationships that are healthy, strong and mutually rewarding.

Lesson Plan Devolopment Guide

Importance Of Proper Lesson Planning

Have you ever walked into an exam totally unprepared? Ever taken a fitness test when you were out of shape? What about briefings - ever "tap-dance" because you weren't properly prepared? Hopefully, these scenarios are not a regular occurrence or part of your lifestyle. Occasionally, you may "pull something off," but usually such unpreparedness ends in disaster.

Why then, is it that so many instructors try to "shoot from the hip" when it comes to teaching or facilitating? People frequently say they have it all in their "head" or they work best when they pull "something" together at the last minute. Teaching is similar to the scenarios above in that, in order to do a good job, you must be properly prepared. A high school football coach used to always preach what he called "The Seven Ps":

PROPER

PRIOR

PREPARATION

PREVENTS

PATHETICALLY

POOR

PERFORMANCE

You prepare to teach class by reviewing materials, ensuring the equipment works, setting up student supplies, etc. You must also prepare by developing lesson plans. A lesson plan is a plan for learning. In the lesson plan you arrange the activities in a logical sequence for learning to take place. It is only with careful lesson planning that we can ensure we have included everything we need to teach the students effectively and that the material is organized in a manner that encourages learning.

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Purposes of Lesson Planning

Do not let the time it takes to prepare a lesson plan discourage you from doing so. The idea behind the lesson plan is to provide all instructors with a standardized tool for presenting instruction. In short, any instructor should be able to use the lesson plan and know exactly what needs to be taught and in what sequence. The three primary purposes of lesson plans are:

1. They aid the instructor in preparing for instruction.
2. They provide a tool for giving the instruction.
3. They document course content.

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Eight-step Lesson Planning Process

Lesson planning includes the following eight steps:

1. Determine the objective
2. Research the topic
3. Select the appropriate instructional method
4. Identify a usable lesson planning format
5. Decide how to organize the lesson
6. Choose support material
7. Prepare the beginning and ending of the lesson
8. Prepare a final outline.

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Step 1: Determining The Objective

A task list contains tasks (sometimes referred to as terminal objectives) and subtasks (sometimes referred to as enabling objectives). The objectives serve as the foundation for the entire lesson plan. For this reason, careful thought should go into their development. The objectives must be student centered, which is why the phrase "the student will...... is used in writing the objectives. They must be student centered to show what the student is required to learn, not what we want to teach!

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Step 2: Researching The Topic

After the instructional objective has been decided, it is time to outline the main points of the lesson and gather materials together to develop the lesson plan. Once you begin to research your topic it may become necessary to modify an objective or rearrange main points. This is normal. When deciding which material to select, choose materials that are both useful and appropriate. In order for the material to be appropriate, it should relate to the lesson objective and have a high possibility for student retention. In order for the materials to be useful, it should aid the instructor and student in the teaching-learning process. In other words, if the instructor chooses material solely because it is interesting, it may add little or nothing to the learning process. On the other hand, dry, uninteresting facts, even though they pertain to the material, can serve to put the students to sleep rather than enhance learning. You should strive to find interesting materials to support your lesson and arrange them to enhance learning. There are three sources available for research material: yourself (personal experiences), experiences of others (from conversations or interviews), and written or observed material.

Self- When researching a topic we should always start with what we know about the subject. Our knowledge helps to organize the lesson or point out gaps where we have no experience and require more extensive research.

Others - Discussing the subject with someone experienced in the topic could provide ideas, facts and

testimony, or suggest sources of information for the research.

Written or Observed Material - Although a lot of information can be gathered by personal experience, and talking to others, generally, it is not enough information and you will need to find written material on the subject. The most important source for written material is the library where you can find books, newspapers, magazines, journals, and sometimes case studies. When you research these materials you may decide that some of them should be required reading for your students. Keep that thought in the back of your mind while conducting the research.

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Step 3: Select An Instructional Method

An instructional method is a broad approach to instruction. The more common instructional methods include lecture, performance-demonstration, guided discussion, and teaching interview. When selecting a teaching method, consider the ways in which people learn: by doing, by discussing, by listening, by observing, by participating. No single method is suitable for all teaching situations. A method should be chosen that will best lead to the desired learning outcome.

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Step 4: Identify a Lesson Plan Format

This is your preference. Your training department can assist you in selecting the best format for your lesson.

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Step 5: Decide How To Organize The Lesson

Now that you have developed your objectives, researched the topic, selected your instructional (teaching) method, and identified a lesson planning format, it is time to organize your lesson. Every lesson requires an introduction, body, and conclusion. Most times, it is advisable to develop the body of your lesson prior to developing the introduction and the conclusion. This may sound backwards, but after you've completed the body of the lesson you will be in a better position to decide how you want to begin and end the lesson. When beginning the body of the lesson you must first decide how to organize main points and subpoints. Proper arrangement of the main points will help you, the instructor, teach the material, and it will help the students learn the material. Lessons, regardless of length, should have from two to five main points. Mainpoints and subpoints are arranged in one of six patterns of organization: patterns of time, space, cause-effect, problem-solution, pro-con, or topical. Along with the patterns, there are strategies (such as known to unknown or simple to complex) to be used. Although it may sound like a lot of decisions to make, once you've laid out your lesson materials they will lend themselves to one particular pattern and strategy.

The Strategy Statement

The following examples have been provided as a guide.

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WHAT? HOW? WHY?

LESSON TYPE: Informal Lecture

ORGANIZATIONAL PATTERN: Topical

STRATEGY: This lesson will begin with a definition of personal effectiveness to ensure that students start from a common reference point. Once the definition is covered I will discuss the three elements of the time management model: setting priorities, daily planning, and delegation, along with their relationship to personal effectiveness. Beginning with priority systems, I will establish the principle that "Using a Priority System Improves Personal Effectiveness" through lecture, questions, and answers. Since establishing priorities is the first step one takes in a time management system, it is logical that I begin here. Once priorities are established, planning can begin. With the relationship between priorities and personal effectiveness established, I will next examine how planning daily activities improves personal effectiveness. Finally, I will discuss how "Delegation Improves Personal Effectiveness". Delegation is the last step in my time management model and therefore, will be reviewed last during today's presentation. I will summarize the three main points in a comprehension-level summary combining my teaching points with the student inputs from the classroom questions to aid in reaching the generalization that "Time Management Techniques Improve Personal Effectiveness".

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WHAT? HOW? WHY?

LESSON TYPE: Teaching Interview

ORGANIZATIONAL PATTERN: Topical

STRATEGY: The interview will start with lead-off and follow-up questions about the general role and purpose of the Security Assistance Training Program (SATP) to show the main point that the SATP promotes national security. Then a series of lead-off and follow-up questions addressing the particular role the International Officers School (IOS) plays in the training process will demonstrate the other main point; viz., that IOS (also, as a player in the SATP) promotes national security. Students will learn what the SATP is from the point of view of its initial purpose as well as how it operates today. This will be done by use of a practicing expert within the SATP. The interviewing of the expert is chosen for two reasons: 1) to effectively present the concept of the SATP in an understandable and interesting format with the use of personal experience and real-life examples; and, 2) to foster an affective response on the part of the students by testimony of one who believes in the goals of the SATP. A topical pattern will be used to explain the goals and importance of the SATP as well as the goals and importance of IOS as it contributes to reaching that goal through the use of Air Force training resources. The interview will proceed from a general explanation and understanding of the role of IOS. This strategy should be more effective in fostering a deeper comprehension of the importance of the program as well as pointing out the personal relevance of the program to the ordinary Air Force civilian or military member, all of whom are likely to encounter an international military student during their careers. After the formal interview of the guest by the instructor, a question and answer period will be directed by the instructor to further illuminate the topic.

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WHAT? HOW? WHY?

LESSON TYPE: Demonstration-Performance

ORGANIZATIONAL PATTERN: Sequential

STRATEGY: The lesson on determining cash value will be taught in sequential order to show how each step of the calculation builds on the next. The lesson will start with a brief explanation of present value and cash flows. This explanation will help students understand the benefit of using this method in deten-nining the time value of their money. Next, a demonstration and explanation of each task step of the process of calculating the present value of an unequal stream of payments to show each student how to extract necessary data from a scenario and obtain the present value of each amount. This demonstration and explanation step will also teach students how to use the present value table. The instructor will then have the students perform the calculations themselves while he reads the task steps to give the students practice under controlled conditions. Once the students have completed the task steps, they will practice once more on their own with the last practice occurring under conditions duplicating the final evaluation so that the instructor can be sure each student is ready. The demonstration and explanation of problem, the controlled practice problem and the independently done practice problem should provide enough repetition of the required sequence of steps while providing adequate time for questions to ensure students are learning the procedure. The instructor will then have the students perform the computations without assistance, and then he will grade the results to ensure the students have performed to the required standards.

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Step 6: Choose Appropriate Support Material

Although the organization of the materials forms the basic structure of the lesson, some type of clarification or proof support is still required for the student to learn. Most students find it difficult to understand unsupported ideas or assertions. Those of us who have children can associate with this. When children learn something for the first time normally they ask questions like why? Where? How come? Adults are no different. If they are learning something for the first time, they want proof to support what you are telling them.

The subject, the method, the ability of the students, and the size of the class, along with other factors will determine how much support material you require. For instance, if students have no background knowledge of what you are teaching they will probably require more proof support. On the other hand, if you have some very experienced students in the class that share their own personal experiences, you will require less support to get your point across.

Verbal support is required to clarify points made or to prove our assertions. Definitions, examples, and comparisons are used for clarification support. Statistics and expert testimony can be used for both clarification and support. During lectures the instructor provides the proof support. When student interaction is involved (demonstration-performance, informal lecture, guided discussion), the instructor asks the students questions in order to have them provide the proof support.

Definitions - These are often used to clarify or explain the meaning of a term, concept, or principle. There can be more than one definition, however, for any of the above. Technical terms may be familiar to the instructor but confusing to the students. Technical terms should always be defined in a language the student understands. If a term has a different meaning to different people it should be defined to eliminate misunderstanding. Just as it is necessary to define technical terms, it is also necessary to define acronyms. When teaching students a skill it is very critical that you teach the tasks in language the student understands.

Examples - Examples (especially personal experiences) add credibility to what is being taught and give the students information they can associate with, to better understand what is being taught.

Comparisons - It is easier for students to understand something they are unfamiliar with if you place it next to (compare it to) something familiar to them. You can compare things that are very much alike or things that are unlike. To prove an assertion you must compare "like" things. Contrast is a form of comparison and helps to explain things, for example, comparing AF training or management to civilian training or management.

Testimony - The experiences, words, and thoughts of others (experts) provides proof support for the points we are trying to make. For example, often our children do not listen to us when we try to explain the dangers of talking to strangers. When the police visit the schools and talk to the children, the children consider them experts and often come home excited and remember exactly what was said to them and why it is important.

Statistics - These are the most misused and misunderstood type of verbal support. They can help clarify ideas if collected properly and used wisely. Statistics show relationships or summarize facts and data. Some figures, however, are just numbers, they are not statistics. If using statistics for proof support consider the following:

Are the statistics recent? If you were trying to develop a household budget, statistics on housing, cost of living, etc., would be of no value to you if they were several years old. Before using statistics check the date and if no date is provided, they may be outdated.

Do the statistics indicate what they pu&port to? A single test score on a high school student may not give a true picture of their grades or aptitude. This is why military personnel applying for special job positions are often requested to submit the last 3-5 EPRs for review. If only I report was reviewed, it would not give a clear picture of that person's work history.

Do the statistics cover a long enough time to be reliable? If we were to base curriculum development changes on the feelings of one class this would not be a valid critique. Students vary with every class as far as their intellectual capacity, their work experience, their disposition, and what they expect to learn. This is why when we validate curriculum we normally do it over a period of 3 classes. This allows us to reach a broad background of students, and weigh the validity of the feedback.

If the statistics are drawn from a sample, does the sample accurate r resent the group to which we are generalizing? If we are going to give statistics relating to the people in the United States (for instance), we would want a broad sample of people and we would want to take people from all age groups, all ethnic groups, both sexes, and different levels of social status to get accurate statistics.

When comparing things, are the same units of measure used to make the comparisons? If more students fail one course more than another, we cannot necessarily conclude that the content of one course is more difficult. It could be that the grading scale was more difficult in one course, that prerequisite knowledge was not the same for both courses, or several other reasons.

Do the statistics come from a reliable source? It is ineffective to state "recent surveys show......

You should state the exact source of your information.

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Step 7: Beginning And Ending The Lesson

Before you start the final outline you must consider the beginning (introduction) and ending (conclusion) for your lesson. If the lesson is to stand alone, you should carefully prepare the introduction and conclusion. If other lessons follow this one it will be fairly easy to come up with your conclusion (it will lead into the following lessons). If this is the first lesson in a block of instruction the introduction will take more consideration than if it follows after the first lesson, for the same reason as above, the conclusion from the previous lesson will lead into the introduction of this lesson.

Introduction - The introduction serves the following purposes:

• Establishes a common ground between instructor and students
• Holds the student's attention
• Outlines the lesson and shows how it relates to the entire course
• Shows the student how the instruction will benefit them
• Leads into the instruction

Jokes can be a good way to break the ice as long as the joke is relevant to the material being presented. The three necessary elements in the introduction are: gain attention, motivate, and provide an overview of the lesson to be taught.

Attention - There are several ways to gain the students attention: you may talk about an incident related to the lesson, thereby leading into the lesson, you may ask a question that relates to the material, or any other means of showing the students the lesson has begun. Your primary concern is to focus the student on the lesson being taught.

Motivation - The whole purpose of the motivation step is to show the students how the lesson relates to them and why they need to learn the material. Before students can be motivated to learn, they must feel the learning will benefit them.

Overview - The purpose of the overview is to tell the students what you will be teaching them, show them the big picture so to speak. You should show the students the main objectives of the lesson using visuals if possible. The overview should serve as a roadmap to the students, showing them what they will be learning, and the route taken to get there. The basic purpose of the overview is to prepare the students to learn.

The conclusion of the lesson will probably stick with the student longer than any other part of the lesson. For this reason, you should prepare your conclusion carefully. The conclusion should accomplish three things: summarize, remotivate, and provide closure.

Final Summary - When dealing with knowledge level lessons it may be appropriate to have interim summaries throughout the lesson to emphasize the main points. A final summary is always made at the end of the lesson and should retrace the critical elements of the lesson. Reviewing the main points will aid the student in retaining the information and allow them to jot down any missed information in their notes. If dealing with a comprehension level lesson the final summary should provide logical reasons to support the desired conclusion (lesson objective).

Remotivation - As an instructor this is your last chance to tell the students why the information-nation is important to them. Effective instructors will continually remotivate students throughout the lesson.

Closure - This is normally the most difficult portion of the lesson. During the closure the students need to be released from active listening. Because this part is difficult, instructors often end up saying something like "well, that's all I have to say" which sounds lame. Use inflection in your voice to show the lesson has ended, or try a funny story, a cartoon, or a thought provoking question related to your topic. If the lesson is followed by another lesson, it is very easy to close by telling the students what is ahead in the next lesson.

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Step 8: Preparing The Final Outline

Now it is time to prepare the final outline! By now you've worked and reworked the lesson until hopefully you feel it is ready to go final.

Sometimes, as you develop your lesson you will discover the students would learn the material easier if it was presented using a different method or if the material was rearranged in a different order. Just remember to go back and readjust your method, media, and strategy statement, your task list, or whatever is affected by the change. Continually evaluate what you are doing to ensure the best student learning outcome!

Teaching Aids

Basic teaching aids for the classroom:·

Chalkboard or whiteboard: A chalkboard or whiteboard will help you demonstrate and instruct. The best recommendation, if you need to decide between the two would be the whiteboard—they are cleaner than chalkboards by far.

· Pointer: This wand-like teaching aid has many purposes. A pointer can help you with pointing out certain areas like cities, rivers etc. on large, classroom maps, on overhead projectors and on your whiteboard or chalkboard.

· Classroom maps: Using classroom maps for your teaching aids is a great thing to do. Often textbooks will have maps in them, but they will be smaller and harder to read. Sometimes when you have the children look at a map in a book and ask them to find a certain area—not all the children will be able to find it right away and so they will miss out on the lesson while searching. Very seldom will a student raise his or her hand to ask where on the map the class is looking, either out of shyness or embarrassment.

· Overhead projector: To have an overhead projector for the classroom is a wonderful teaching aid, you can even use overhead projectors as a substitute for large, hanging classroom maps. The maps can come in eight and a half by eleven or eight by ten sizes that can be projected into much, much larger maps onto your whiteboard or onto a white canvas in the front of the room. These maps can often be drawn on by an erasable marker (the same you would use for a whiteboard). Thus, there would be no need to use a pointer or to have all those huge roll-up maps to deal with.

· Computers: If it is within the budget of your school or learning institution, to have computers in the classroom or even just in a computer lab somewhere in the school as teaching aids is one of the best types of teaching aids you can offer your students. Technology is growing every day—and the more children learn about the basics of—and even excel in school-related educational software programs is almost a necessity these days.§ There is also computer software for studying at home. Teaching aids that can be used in the home as tutorials for students who need help in one or more subjects. There are lots of them out there, so you may want to research which ones will best help the children in your class who have fallen behind. If the software is too costly for the parents, perhaps the school could have this software installed for after-school tutoring.

http://www.homeroomteacherforum.com/forum/

How Can Parents Model Good Listening Skills?

Listen Better, Learn More

In one of the Family Circus cartoon strips, the little girl looks up at her father, who is reading the newspaper, and says: "Daddy, you have to listen to me with your eyes as well as your ears." That statement says almost all there is to say about listening, whether in our personal conversations or in learning in school.

Do Listening Skills Affect Learning?

Listening is not a school subject like reading and writing. Many of us seem to feel it comes naturally and that as long as we can listen to directions on how to find the restroom, nothing more needs to be said. The latest studies reveal that listening is a very large part of school learning and is one of our primary means of interacting with other people on a personal basis. It is estimated that between 50 and 75 percent of students' classroom time is spent listening to the teacher, to other students, or to audio media.

Can Parents Guide Their Children To Better Listening?

According to research on listening skills, being a good listener means focusing attention on the message and reviewing the important information. Parents can model good listening behavior for their children and advise them on ways to listen as an active learner, pick out highlights of a conversation, and ask relevant questions. Sometimes it helps to "show" children that an active listener is one who looks the speaker in the eye and is willing to turn the television off to make sure that the listener is not distracted by outside interference.

Guidelines For Modeling Good Listening Skills

* Be interested and attentive. Children can tell whether they have a parent's interest and attention by the way the parent replies or does not reply. Forget about the telephone and other distractions. Maintain eye contact to show that you really are with the child.

* Encourage talking. Some children need an invitation to start talking. You might begin with, "Tell me about your day at school." Children are more likely to share their ideas and feelings when others think them important.

* Listen patiently. People think faster than they speak. With limited vocabulary and experience in talking, children often take longer than adults to find the right word. Listen as though you have plenty of time.

* Hear children out. Avoid cutting children off before they have finished speaking. It is easy to form an opinion or reject children's views before they finish what they have to say. It may be difficult to listen respectfully and not correct misconceptions, but respect their right to have and express their opinions.

* Listen to nonverbal messages. Many messages children send are communicated nonverbally by their tone of voice, their facial expressions, their energy level, their posture, or changes in their behavior patterns. You can often tell more from the way a child says something than from what is said. When a child comes in obviously upset, be sure to find a quiet time then or sometime that day to help explore those feelings.

Suggestions For Improving Communication With Children

* Be interested. Ask about children's ideas and opinions regularly. If you show your children that you are really interested in what they think, what they feel, and what their opinions are, they will become comfortable about expressing their thoughts to you.

* Avoid dead-end questions. Ask children the kinds of questions that will extend interaction rather than cut it off. Questions that require a yes or no or right answer lead a conversation to a dead end. Questions that ask children to describe, explain, or share ideas extend the conversation.

* Extend conversation. Try to pick up a piece of your child's conversation. Respond to his or her statements by asking a question that restates or uses some of the same words your child used. When you use children's own phrasing or terms, you strengthen their confidence in their conversational and verbal skills and reassure them that their ideas are being listened to and valued.

* Share your thoughts. Share what you are thinking with your child. For instance, if you are puzzling over how to rearrange your furniture, get your child involved with questions such as, "I'm not sure where to put this shelf. Where do you think would be a good place?"

* Observe signs. Watch the child for signs that it is time to end a conversation. When a child begins to stare into space, give silly responses, or ask you to repeat several of your comments, it is probably time to stop the exchange.

* Reflect feelings. One of the most important skills good listeners have is the ability to put themselves in the shoes of others or empathize with the speaker by attempting to understand his or her thoughts and feelings. As a parent, try to mirror your children's feelings by repeating them. You might reflect a child's feelings by commenting, "It sounds as if you're angry at your math teacher." Restating or rephrasing what children have said is useful when they are experiencing powerful emotions that they may not be fully aware of.

* Help clarify and relate experiences. As you listen, try to make your child's feelings clear by stating them in your own words. Your wider vocabulary can help children express themselves as accurately and clearly as possible and give them a deeper understanding of words and inner thoughts.

Why Are Parents Important In Building Children's Communication Skills?

Parents play an essential role in building children's communication skills because children spend more time with their parents than with any other adult. Children also have a deeper involvement with their parents than with any other adult, and the family as a unit has lifelong contact with its members. Parents control many of the contacts a child has with society as well as society's contacts with the child.

Adults, parents, and teachers set a powerful example of good or poor communication. Communication skills are influenced by the examples children see and hear. Parents and teachers who listen to their children with interest, attention, and patience set a good example. The greatest audience children can have is an adult who is important to them and interested in them.

Sources

Most of the following references-those identified with an ED or EJ number--have been abstracted and are in the ERIC database. The journal articles should be available at most research libraries. For a list of ERIC collections in your area, contact ACCESS ERIC at 1-800-LET- ERIC.

* Bodner-Johnson, Barbara (November/December 1988). "Conversation Begins at Home--Around the Table." Perspectives for Teachers of the Hearing Impaired, 13-15. EJ 385 425.
* Carlisle, Lynn (1988). Communication Skills. Sacramento: California State Department of Education, Division of Special Education. ED 315 933.
* Edleston, Charlotte (1987). A Program of Games and Activities to Increase Listening and Attentional Skills in Kindergarten. Nova University: Ed.D. Practicum, Dissertation/Theses. ED 292 586.
* Harmon, Geraldine (1988). Facilitating Communicative Competence in Young Children: Techniques for Parents and Teachers. Nova University: Ed.D. Practicum, Dissertation/Theses. ED 292 565.
* Johnson, Ruth and others (1981). Improving Your Child's Listening and Language Skills: A Parent's Guide to Language Development. Washington, DC: Handicapped Children's Early Education Program Division of Special Education Programs. ED 234 576.
* Maxwell, Margaret John (1981). Listening Games for Elementary Grades. Washington, DC: Acropolis Books, Ltd.

For more information on this subject, contact:

* ERIC Clearinghouse on Reading and Communication Skills
* Indiana University
* Smith Research Center, Suite 150
* 2805 East 10th Street
* Bloomington, IN 47408-2698
* (800) 759-4723
* http://www.indiana.edu/~eric_rec/

Credits

Written by Carl Smith, Director, ERIC Clearinghouse on Reading and Communication Skills.

This publication was prepared by ACCESS ERIC in association with the ERIC Clearinghouse on Reading and Communication Skills, with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under Contract No. RI890120. The opinions expressed in this brochure do not necessarily reflect the positions or policies of the Department of Education.


TITLE: How Can Parents Model Good Listening Skills?
AUTHOR: Carl Smith
PUBLICATION DATE: Fall 1992

The Characteristics of a Good Teacher

Good teachers:

are good at explaining things. Do you like to explain how something works, or how something happened? Being comfortable with explaining content to students is an essential skill for teachers.

keep their cool. There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.

have a sense of humor. Research has consistently shown that good teachers have a sense of humor, and that they are able to use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson.

like people, especially students in the age range in which they intend to teach. Most teachers choose an area of specialization such as elementary education, special education, secondary education, or higher education because they have a temperament for students in those age ranges. If you are not comfortable working with young children, don't major in elementary education!

are inherently fair-minded. They are able to assess students on the basis of performance, not on the students' personal qualities.

have "common sense." It may sound a bit corny, but good teachers are practical. They can size up a situation quickly and make an appropriate decision. Whether managing a classroom, leading students on a field trip, seamlessly shifting from one instructional procedure to another, assigning detentions, supervising an intern, or dealing with policy and curriculum issues in the school, there is no substitute for common sense.

have a command of the content they teach. For elementary school teachers, that means having knowledge of a broad range of content in sufficient depth to convey the information in meaningful ways to the students. For secondary school teachers, it usually means having an in-depth command of one or two specific content areas such as mathematics or biology.

set high expectations for their students and hold the students to those expectations. If you are thinking about becoming a teacher, you should set high expectations for yourself, and demand excellence not only of yourself, but your students as well.

are detail oriented. If you are a disorganized person in your private life, you will find that teaching will probably be uncomfortable for you. At the very least, teachers must be organized in their professional and teaching duties. If you're not organized and are not detail oriented, teaching may not be the best choice of a profession for you.

are good managers of time. Time is one of the most precious resources a teacher has. Good teachers have learned to use this resource wisely.

can lead or follow, as the situation demands. Sometimes, teachers must be members of committees, groups, councils, and task forces. Having the temperament to function in these capacities is extremely important. At other times, teachers assume leadership roles. Be sure you are comfortable being a leader or a follower, because sooner or later, you will be called on to function in those roles.

don't take things for granted. This applies to everything, from selecting a college or school of education to filing papers for certification. Good follow-through habits should be cultivated throughout life, but they are never more important than during your teacher education program. Read the catalog, know the rules, be aware of prerequisites and meet deadlines. In one sense, you don't learn to teach by getting a degree and becoming certified. You learn to teach in much the same way you learned to drive -- by driving. You learn to teach by teaching, by making mistakes, learning from them and improving. The purpose of a teacher education program is to get you as ready as possible to learn how to teach by subjecting you to a variety of methods and experiences that have a basis in tradition and research.

All of these qualities define some of the characteristics of good teachers. If it is not your goal to become a good teacher at the very least, perhaps thinking about the above will help you see other career alternatives. A good idea, when first making such a decision, is to talk to teachers. Find out what they do, and what led them into teaching. Do a personal inventory of your own values, personality, preferences and goals. But, whatever you do, don't go into teaching simply because you love kids!

Useful Link: Teachers Taking about Teaching (UNICEF)

The Rights of Teachers by Dr Tony Humphreys

Violations of the rights of teachers have increased enormously. No teacher should have to tolerate the minutest violations of their rights. This equally applies to a student or a parent.

There is something radically wrong with a school and educational system when such offences are allowed to perpetuate.
It cannot be left in the hands of an individual teacher or students or parent to vindicate their rights. Such a policy has left many teachers feeling isolated in classrooms, stressed students without advocates within the school and concerned parents helpless. It can also mean that teachers under pressure can resort to abusive methods of control or throw in the towel and let chaos reign.

This is not to say that individual teachers, managers, students and parents have not responsibilities to mutually respect and uphold each others’ rights but there are individuals (students and teachers) within schools who are so emotionally troubled that they are not in a mature place to exercise such responsibilities. In situations like this it is the school system that must have clear and strong structures that ensure safety for all.

There are teachers who spend considerable amounts of time attempting to control one or more students who continually disrupt the order of the class. It is well documented that students who persistently offend the rights of teachers and other students come from troubled homes and it is only when the inner and outer conflicts of these children are resolved will they be ready for learning.

Every child has a right to education but some students in classrooms are learning little or nothing because of their distressed states which are manifested in undisciplined conduct. Some teachers and principals are reluctant to remove these students from classrooms as they feel they will be accused of violating the student’s right to be educated.

The contrary is true: by allowing these students to stay in classrooms, where it is clear they are not ready for learning and that they need considerable help before they will be in a fit emotional state for education, teachers and parents are neglecting these students’ right to be educated. Furthermore, the responsibility for helping these students’ family-based problems must rest squarely on the shoulders of parents with the support of the school system.
When parents are refusing to exercise their responsibilities the school needs to contact the Social Services. Putting a child out of class does not mean the school ceases involvement in the child’s education. However, the school needs to recognise that the problems of particular students cannot be allowed to be a source of the violation of teachers’ and indeed other students’ rights. It is amazing how both teachers and parents forget not only about the rights of teachers but also the right to be educated by the motivated students in classrooms where learning is disrupted by the undisciplined behaviour of students who are troubled.

It is not only students who violate the rights of teachers! Passive or aggressive leadership can result in many teachers feeling abandoned by a school system. Poor morale, staff conflict, few staff meetings, poor communication and an ineffective discipline system are products largely of ineffective leadership.

An effective school system will have structures (for example, recourse procedures to Board of Management, School Inspectorate, Department of Education, Parents’ Association) that empower teachers to voice difficulties about principals and vice-principals and ensure action on their concerns. Such actions are caring in nature, not only of the rights of teachers and students but of the principals who are not coping effectively with their responsibilities.

Private industry would not tolerate the ineffectiveness and neglect that some school leaders perpetrate. These individuals deserve professional help to resolve their personal difficulties and increase their professional effectiveness.

Teacher’s Rights

I have the right to physical, emotional, social, intellectual, creative and sexual safety.
I have the right to respect from students, colleagues, leaders and parents.
I have the right to teach in an atmosphere of order and attention.
I have the right to demand social structures within the school that guarantee respect for my rights.
I have the right to ask for help when needed.
I have the right to fair, just and effective leadership on the part of the school principal and vice-principal.
I have the right to express any need or grievance I may have.
When any of my rights are violated, I have the right to have recourse to social structures within and outside the school that protect those rights.

Extracted From "A Different Kind of Discipline"

The Author
Dr Tony Humphreys is a Consultant Clinical Psychologist in private practice and specialist lecturer for health care and teaching professions in University College, Cork and Limerick University. He is Ireland’s most influential psychologist and leading speaker on individual, couple and family relationships. He is the author of a number of bestselling books, including Work and Worth: Take Back Your Life, The Power of ‘Negative’ Thinking, A Different Kind of Teacher and Myself, My Partner. He is internationally renownedand has done lecture tours and media in countries such as South Africa, Sweden and Turkey. His books have appeared in nineteen foreign-language editions. August 2002 will see the publication of his latest book, Examining Our Times, a compilation of articles that originally appeared in The Irish Times and the Irish Examiner.From the book A Different Kind of Discipline

Watch yourself giving a lesson on video

Watching a videotape of yourself is an extremely valuable experience. Videotaping allows you to view and listen to the class as your students do; you can also scrutinize your students' reactions and responses to your teaching. By analyzing videotape of the dynamics in your classroom, you can check the accuracy of your perceptions of how well you teach and identify those techniques that work and those that need revamping.

Faculty members at all levels and in all disciplines have benefited from seeing videotapes of themselves. The suggestions below are designed to help you use videotape to gain insights that will help you improve your teaching.

General Strategies

Select a typical class. Choose a class in which you are teaching as you generally do, using the chalkboard, overheads, handouts and so on. If possible try to pick a class that is a mix of lecture and discussion.

Let students know in advance that the class will be videotaped. Explain that the taping is a way for you to review your performance, not theirs, and improve your teaching. Assure them that the tape will not be preserved.

Ask the camera operator to tape the students as well as you. The cameraperson will know not to disrupt the class in any way. But feel free to remind the camera operator to break away from focusing on you in order to show your students' reactions to you and to each other.

While you are being videotaped try to focus on your teaching, not on the camera. Video equipment is not intrusive; no extra lighting is required.

Though you may feel uncomfortable and awkward at the beginning of taping, these feelings wear off quite quickly. Keep in mind that no one will see the tape except you, unless you choose to invite others to view it with you. Remember, too, you can erase the tape whenever you wish.

Viewing the video tape

View the videotape as soon as possible. Plan to view the tape on the day it is made or the next day so that your memory is fresh and you can readily recall what you were thinking or feeling during class. Run the tape through once or twice just to get used to seeing yourself on tape. During these first viewings, be prepared for a dose of "video induced despair', a common ailment brought about by the visual distortions of the medium. Most people tend to notice their voice, appearance, gestures, and mannerisms - Do I really sound like that? Is my hair always this disheveled? Why didn't I notice that my shirt was untucked? It is important to realize that these details are exaggerated on tape and are far less noticeable and distracting in real life. In any case, a wrinkled blouse or a crooked tie has nothing to do with effective teaching. (Source: Krupnick, 1987)

Plan to spend twice as long analyzing the tape as it took to tape your class. Once you've adjusted to seeing yourself on tape, set aside sufficient time to analyze it, about two hours to review a one-hour class session. As you start to analyze the tape, remember to focus on your strengths as well as aspects needing improvement. The problem areas are likely to jump out at you, but don't overlook those things that you are doing well: talking to the class, not the board, answering questions clearly, and so on.

View the tape with a supportive consultant. Many campuses have offices of faculty development or instructional improvement whose staff members can assist you in identifying your strengths and areas for improvement. In addition to providing helpful suggestions, the consultant can help you temper your natural tendency to be hypercritical.

Go for the gestalt. Run the tape straight through and answer the following questions:

	What are the specific things I did well?
	What are the specific things I could have done better?
	What do students seem to enjoy most?
	What do students seem to enjoy least?
	If I could do this session over again, what three things would I change?
	How could I go about making those three changes?

Focus on selected aspects of your performance the next time you view the tape. For example, review the tape looking solely at the kinds of questions you pose or noticing your voice characteristics or presentation style. Identify both your strengths and those areas that need improvement.

Chart the frequencies and types of classroom interactions. One simple method for analyzing classroom talk in discussion classes is called Contracted BIAS (Brown's Interaction Analysis System). As you watch a segment of the tape, stop every five seconds to make a tic mark in one of three columns: Teacher Talk, Student Talk, Silence. The totals will show you how much time was devoted to your comments and to students' comments. For a more detailed analysis, record a Q, for question, each time you or a student poses a question. (Source: Brown and Atkins, 1988)

Write down verbatim comments of a given type. Useful types of comments to copy down include teacher's questions, students' responses to teacher's questions, students' questions, teacher's responses to students' questions, teacher's responses to students' statements, teacher's reward and praise statements, and teacher's criticism. For example, if you are concerned about your use of questions, view the tape and write down all the questions you asked. Then you can examine such issues as these:

	How many questions actually requested a response from students?
	Did all the questions start with the same phrase?
	Did they all require yes/no or short answers?
	What level of thinking was required in the responses?
	Did you allow sufficient time between questions for students to respond?

In reviewing your videotape, you may find that you are asking too many questions or not pausing to give students time to answer. You can then work on improving your questioning skills.

Use checklists to focus your analysis. Create your own checklists that reflect your particular areas of interest or select items relevant to your teaching style and subject matter from the following checklists (adapted from Davis, 1988, based on questionnaires from the University of California, Berkeley, University of California, Los Angeles, University of Illinois, Urbana-Champaign, University of Texas at Austin, and Northwestern University).

Organization and presentation

Do you:

	State the purpose of the class session and its relationship to the previous class?
	Present, on the board or in a handout, a brief overview or outline of the content at the beginning of the session or state the problem to be solved or discussed?
	Emphasize or restate the most important ideas?
	Make smooth transitions from one topic to another?
	Restate, at the end of the class, what students are expected to gain from the session?
	Summarize the main points or ask students to do so?
	Relate the day's session to upcoming presentations?
	Include neither too much nor too little material in a class period?
	Seem at ease with the material? Begin and end class promptly?

Style of presentation

Do you:

	Speak in a clear, strong voice that can be easily heard?
	Speak neither too quickly nor too slowly?
	Speak at a rate that allows students to take notes?
	Talk to the class, not to the board or windows?
	Listen carefully to students' comments and questions without interruption?

Clarity of presentation

Do you:

	Define new terms, concepts, and principles?
	Give examples, illustrations, or applications to clarify abstract concepts?
	Explicitly relate new ideas to familiar ones?
	Seem to know whether or not the class is understanding you? Whether students are puzzled or confused?
	Use alternate explanations when students do not understand?
	Slow down when discussing complex or difficult ideas?
	Refrain from needlessly digressing from the main topic?
	Use handouts and audiovisual aids effectively?
	Write legibly and clearly on the chalkboard?

Questioning Skills

Do you:

	Ask questions to determine what students know about the topic?
	Ask different levels and kinds of questions to challenge and engage students?
	Periodically ask questions to gauge whether students need more or less information on a topic?
	Pause sufficiently after all questions to allow students time to respond?
	Encourage students to answer difficult questions by providing cues or rephrasing?
	When necessary ask students to clarify their questions?
	Ask follow-up questions if a student's answer is incomplete or superficial?
	Request that difficult, time-consuming questions of limited interest be discussed during office hours?

Student Interest and participation

Do you:

	Encourage students' questions?
	Accept other points of view?
	Provide opportunities for students to practice what they are learning?
	Engage students' intellectual curiosity?

Classroom Climate

Do you:

	Address some students by name (and with the correct pronunciation)?
	Call on men and women students in equal numbers?
	Call on students of different ethnic groups in equal numbers?
	Evenhandedly listen attentively and respond to students' comments and questions?
	Give feedback, encouragement, criticism, and praise evenhandedly?
	Avoid language patterns or case examples that exclude or derogate any groups?

Discussion

Do you:

	Encourage all students to participate in the discussion?
	Draw out quiet students and prevent dominating students from monopolizing the discussion?
	Refrain from monopolizing the discussion yourself?
	Encourage students to challenge one another?
	Mediate conflicts or differences of opinion? Bring closure to the discussion?

Having Colleagues Observe your class

Invite a faculty development consultant or a colleague to observe you teach. If your campus has an office of faculty development or instructional improvement, one of the staff members can observe you teach. If your campus has a faculty development office, ask a supportive colleague to sit in on your class. If possible, try to select someone who is familiar with the course's content. If no single class is representative of your course, ask the observer to attend two sessions. Let the students know in advance that you have invited an observer to sit in.

Plan for the observation. You and the observer should meet before the visit to discuss class goals, students, and teaching strategies. Offer the observer a copy of your course syllabus and an outline of topics for the class period, and mention which particular features you would like the observer to focus on during class. At this initial meeting you and the observer can also decide on the method of observation (for example, checklist, rating form, open-ended comments). Some researchers recommend limiting the observation form to six or eight open-ended questions that will provide a narrative description of aspects of your teaching, such as organization of presentation, instructor-student rapport, clarity of explanations, and so on.

Meet with the observer within a week or so after the visit. A good way to begin the session is for you to identify your own impressions about the class and those aspects that went well and those that did not. Then ask the observer to comment on various aspects. It is sometimes helpful if the observer has prepared a brief written report that includes examples. Ask the observer to be concrete and specific, focusing on behavior and actions. You and the observer can also discuss the degree to which your goals for the class were accomplished. At the conclusion of the session, you may want to ask the observer for any suggestions for improvement in two or three specific areas.