Life is not about winning and losing - it's about learning. When you fall down, you pick yourself up and note where the pot-hole was so you can walk around it the next time. A person who has gone "too far" knows just how far they can go. No "winners - and - losers", just "winners - and - learners" (CNVC).
Recently I experienced a small disagreement with my team-teacher about the lesson plans. I truly appreciate the way we work together, but once I have my plans down and know what I’m going to do the next week, that’s what I want to do. Well on Monday morning she wants to “what I said reinvent the wheel”. I will have my copies and books pulled and she decides she wants to do something different it drives me crazy. Two strategies that may help me resolve my emotions and resolutions are: make observations not evaluation of the situation by identifying specific behaviors and conditions (CRNHQ). I should not jump to conclusions before observing the outcome of changing the plans. Another strategy that would help in this situation would be cooperative. A strategy that benefits the relationship, serves mutual rather than personal goals, and strives to produce solutions that benefit both parties (O’Hair & Wiemann, 2009, p. 212). I think I have intertwined my channels of communication in my own mind not looking at the big picture and being unfair to my co-worker. But, she should compromise and communicate with me, so I can adjust to the changes. I know this should not irritate me, but it does. I need to be cooperative and willing to look beyond my wants to help resolve this small issue between us.
Resolving issues, challenges, opportunities: How we respond to conflict is a life learned habit through our culture. Life is a learning development, not a game. It’s not about winning or losing.
Resource:
O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s
Retrieved: http://www.crnhq.org/pages.php?pID=12#skill_3
Retrieved: http://www.cnvc.org/Training/NVC-Concepts
Saturday, March 31, 2012
Saturday, March 24, 2012
Who Am I as a Communicator?
This week’s assignment taught me different ways in which I perceive and make sense of my world. Such perceptions have a significant impact on how I communicate and relate to others. The evaluations appeared to very similar. My daughters and mine were very close in scores across all three categories. My co-worker on the other hand scored me differently on the communication and verbal aggressiveness scale. She rated me with lower scores which reflects that I have more self-concept and self-esteem that what I perceive. O’Hair and Weimann (2009), elaborates on self-esteem as essentially a set of attitudes that people hold about their own emotions, thoughts, abilities, skills, behavior and belief that fluctuate according to the situation or context. My attitude toward public speaking is I’m too shy and I have a lack of self-esteem.
Through the evaluations I confirmed that I do not like large group public speaking, but I am good at listening and face-to-face symbolic language.
My assessments in the three categories confirmed prior knowledge of my communication skills. On the communication anxiety inventory I scored moderate, which indicates I am concerned with some communication contexts. Based on the mid-point level my anxiety was situational. I agree with this information because I have a fear of public speaking. It makes a difference in what situation I’m in; including, situations such as the cultural context of the audience, the relationships, and the age and gender. I speak in a different tone and manner if I’m speaking to the ladies group at church than at the faculty meetings at work. For the listening styles profile I’m described as a people-oriented listener. I am empathetic and concerned with others emotions. This listening style may impede my ability to make competent judgments, because I believe anything someone tells me or I trust open-heartedly of others. On the verbal aggressiveness scale I scored in the moderate range. This means I’m considerate of others conversations and I can agree to disagree and not attack the person’s view.
One thing that surprised me is that others do not sense my shyness as much I do public speaking.
Any communication skill one can learn will benefit the person professionally.
Through the evaluations I confirmed that I do not like large group public speaking, but I am good at listening and face-to-face symbolic language.
My assessments in the three categories confirmed prior knowledge of my communication skills. On the communication anxiety inventory I scored moderate, which indicates I am concerned with some communication contexts. Based on the mid-point level my anxiety was situational. I agree with this information because I have a fear of public speaking. It makes a difference in what situation I’m in; including, situations such as the cultural context of the audience, the relationships, and the age and gender. I speak in a different tone and manner if I’m speaking to the ladies group at church than at the faculty meetings at work. For the listening styles profile I’m described as a people-oriented listener. I am empathetic and concerned with others emotions. This listening style may impede my ability to make competent judgments, because I believe anything someone tells me or I trust open-heartedly of others. On the verbal aggressiveness scale I scored in the moderate range. This means I’m considerate of others conversations and I can agree to disagree and not attack the person’s view.
One thing that surprised me is that others do not sense my shyness as much I do public speaking.
Any communication skill one can learn will benefit the person professionally.
Saturday, March 17, 2012
How do I communicate differently?
I believe everyone communicates differently with people from different groups and cultures. We communicate based on socioeconomics, education, ethnicity, language, and other cultural factors with people that are different from us.
I communicate with my colleagues, parents, and community in a professional manner. I have some grammar issues and I find myself selecting my words more carefully than when communicating with a close relative or friend. Grammar is a set of rules that is important for creating words, phrases, and sentences. I agree with O’Hair and Weimann (2009) using correct grammar of a particular language helps ensure communication. A strategy I already have in place is to use better grammar skills when communicating professionally. I have to be careful and watch my subject-verb agreement. I practice grammar skills, and I’m advancing my personal growth development in education to help me develop politically correct grammar when speaking as a professional.
Being raised in the south of the U.S., I am connected to what we call: “A southern slang”. My family and friends share this same slang with me, therefore when communicating with them our cultural language is mocked. Slang is language that is informal, nonstandard, and usually particular to a specific group; it operates as a high level abstraction because meanings of slang are known only by a particular group of people during a specific time in history (O’Hair & Wiemann, p. 80, 2009). When communicating with someone different than me it will occasionally create misunderstood communications. As I grow in my language skills I can’t help but be more aware of others verbal and nonverbal communications. There are a few of the behaviors I would like to change personally for me. Strategically I can be aware of both my verbal slang and my nonverbal gestures.
As a teacher I communicate with my students differently. They are very young children and are acquiring their language skills and building vocabularies. I chose simpler terms and try to be clear and always appropriate responses. It’s up to me to help my students develop their communicational skills. I will continue to educate myself on strategies and interventions that will allow me to gain knowledge to be prepared to teach language.
Resource
O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.
I communicate with my colleagues, parents, and community in a professional manner. I have some grammar issues and I find myself selecting my words more carefully than when communicating with a close relative or friend. Grammar is a set of rules that is important for creating words, phrases, and sentences. I agree with O’Hair and Weimann (2009) using correct grammar of a particular language helps ensure communication. A strategy I already have in place is to use better grammar skills when communicating professionally. I have to be careful and watch my subject-verb agreement. I practice grammar skills, and I’m advancing my personal growth development in education to help me develop politically correct grammar when speaking as a professional.
Being raised in the south of the U.S., I am connected to what we call: “A southern slang”. My family and friends share this same slang with me, therefore when communicating with them our cultural language is mocked. Slang is language that is informal, nonstandard, and usually particular to a specific group; it operates as a high level abstraction because meanings of slang are known only by a particular group of people during a specific time in history (O’Hair & Wiemann, p. 80, 2009). When communicating with someone different than me it will occasionally create misunderstood communications. As I grow in my language skills I can’t help but be more aware of others verbal and nonverbal communications. There are a few of the behaviors I would like to change personally for me. Strategically I can be aware of both my verbal slang and my nonverbal gestures.
As a teacher I communicate with my students differently. They are very young children and are acquiring their language skills and building vocabularies. I chose simpler terms and try to be clear and always appropriate responses. It’s up to me to help my students develop their communicational skills. I will continue to educate myself on strategies and interventions that will allow me to gain knowledge to be prepared to teach language.
Resource
O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.
Saturday, March 10, 2012
Communications and Relationships
Blog assignment this week was to observe communication actions of characters on a T.V. program with and without sound.
Characters relationships without sound:
The show is centered on a family that is experiencing conflict. Conflict is simply an argument or negative interaction between two or more involved in some actual disagreement (O’Hair & Wiemann). Based on what I’m observing the characters are expressing anger and disappointment. At the end I think the issue may be resolved.
My assumptions were correct about the conflict, but the conflict was not directly family oriented. It was more of a community conflict. It appeared to me that perhaps the plot was based on a family’s disagreements and they were struggling to resolve the problem amongst themselves.
My assumptions would have been different if I had been familiar with the program. I knew nothing about the family or friends and their prior relationships. I also did not know the show was centered on the local fire department which was what the conflict was related too.
This week’s assignment made me think deeper about inaccurate perceptions. We often jump to conclusions about others conversations when we don’t know the characters. There are also power struggles and attitudes toward conflicts. I believe that’s why we as educators need to learn to be good listeners. Body language plays a part in communication but can be misread. Through listening we gain insights to what people are truly trying to say.
Resource
O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.
Characters relationships without sound:
The show is centered on a family that is experiencing conflict. Conflict is simply an argument or negative interaction between two or more involved in some actual disagreement (O’Hair & Wiemann). Based on what I’m observing the characters are expressing anger and disappointment. At the end I think the issue may be resolved.
My assumptions were correct about the conflict, but the conflict was not directly family oriented. It was more of a community conflict. It appeared to me that perhaps the plot was based on a family’s disagreements and they were struggling to resolve the problem amongst themselves.
My assumptions would have been different if I had been familiar with the program. I knew nothing about the family or friends and their prior relationships. I also did not know the show was centered on the local fire department which was what the conflict was related too.
This week’s assignment made me think deeper about inaccurate perceptions. We often jump to conclusions about others conversations when we don’t know the characters. There are also power struggles and attitudes toward conflicts. I believe that’s why we as educators need to learn to be good listeners. Body language plays a part in communication but can be misread. Through listening we gain insights to what people are truly trying to say.
Resource
O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.
Friday, March 2, 2012
Mrs. Principal
When I think of someone who demonstrates competent communication I think of our administrator Mrs. Principal. She is always honest and straight forward with her communications. She never sugar coats an issue, but explains the issue and any options if needed. She always speaks in a clear and grammatically correct manner, and always professionally. Her body language and gestures are also demonstrated in a professional manner. I admire her and try to model examples of her communication skills when applicable. As an educator it is good to have professional mentors. Everyone respects her and nobody wants to leave our school.
Subscribe to:
Comments (Atom)