Unit
Purpose
This
unit describes the requirement for education support workers to effectively
communicate with students
You
will develop skills so that you can:
a. communicate
effectively with students
b. use current recognized
good practice techniques of communication.
Richard Opie’s email:
Blog:
Course
Booklet and Answer Booklet
Key Dates:
Delivered:
3rd September
2013
Assessment Due: First Attempt 17th September 2013
Second attempt 15th October (results
Finalised)
Make
plans to complete a work experience in an educational setting as it will help
with this unit.
Use the spaces provided.
Name each page. Avoid
writing on back of pages. If you need extra space place a names unlined sheet in
the set with the name of the unit and the question to which it
relates.
1.
Communicate effectively with
students.
This section addresses the following performance
criteria:
1. Communicating
with students through their own interests is a successful route to effective
communication.
1.1 Use
positive and respectful communication styles with students in all
situations
1.2 Use
active listening techniques
1.3 Explore
students interests and concerns through conversation where
appropriate
1.4
Communicate clearly guidelines and limits for students' behaviour
1.5 Consider
non-verbal cues when interacting with students
1.6
Use communication strategies that are developmentally
appropriate for effective interaction and problem solving with
students
Read this site http://changingminds.org/techniques/questioning/open_closed_questions.htm
and answer the
following questions:
a. Rewrite the
following questions so that they are open
questions.
Are
you sick?
Did
you fail your maths exam again?
Do
you like Geography?
Did
you hit him?
Are
you happy with your results?
Do
you want to be a doctor like your mother when you grow
up?
b. Describe some of
the methods that you might use to encourage a student to talk about their likes
or dislikes
2. These are
the school rules from a large high school.
School
Rules
Consistent with our values, the Kooringal High School Community has
developed four school rules to be followed by all students. Strongly endorsed
by parents, students and staff in 2008 the rules and their values
are:
Rule
Value
Students Should:
Consistently do your best.
Excellence
1.
Be focused and engaged
2.
See excellence as a process
3.
Apply themselves diligently at all times
4.
Ask questions when unsure/Take pride in their work and do the best
they can
5.
Actively participate
6.
Complete all tasks and be accepting of
feedback
7.
Take pride in their work and perservere at
tasks
8.
Aim to better performance
9.
Redo work that is not up to an acceptable
standard
Be polite and courteous to all.
Respect and Fairness
•
Use manners - Please, Thank you, Excuse me, Mr. Mrs. _______,
listen to others, no swearing.
•
Respect the speaker
•
Always use appropriate language
•
Accept correction of their behaviour
•
Use polite language and behaviour at all
times
•
Be friendly and polite
•
Use a respectful tone when speaking to
others
•
Solve disagreements with respectful language in all
environments
Follow instructions.
Co-operation
Listen to instructions from teachers
Be prompt and positive
Listen attentively
Be prepared for work
Show a willingness to follow instructions
promptly
Be trustworthy to follow instructions once
given
Follow safety rules
Ensure adequate onganisation and be prepared for the
lesson
Be on task and on time
Stop, listen, be attentive
Accept instruction without challenging
Be a responsible person.
Responsibility
•
Take ownership of their learning
•
Allow others to learn
•
Have all necessary equipment and respect all
property
•
Focus on task and not distract others
•
Care for the school environment and
equipment
•
Behave safely
•
Be prepared for school and be ready for
learning
•
Be proactive with their learning
•
Take responsibility for their own
education
•
Be prepared to learn
•
Meet deadlines
•
Discuss issues/problems with their teacher before task is
due
•
Show respect for the school environment
How might you express
the 10 of these rules for a primary
school?
3.
Para-languages
Last unit we studied non
verbal language. We now will look
at paralanguage.
Read these two brief
articles and complete the activities that
follow.
Article
a
Paralanguage refers to the vocal aspect of communication.
Vocal elements of language differ from verbal elements in this way: vocal
elements involve sound and its manipulation for certain desired or undesired
effects. Verbal elements are the particular words we choose when speaking. Thus,
in saying "hello," the verbal aspect is the actual word "hello." The vocal
aspect, or paralinguistic element, is the sound of the word when uttered: the
inflection of the voice, the pitch, loudness, pace, stress, and the like. In
speaking, both language (verbal aspects or words) and paralanguage (vocal
aspects or sounds) play significant roles in conveying our meaning.
http://cyber.bentley.edu/faculty/wb/presentations/paralanguage/ppframe.htm
Article
b
How words are pronounced is most important than their literal
meaning. There’s strong relation between vocal and physical expressions -
condition. We cannot pronounce words the way we want until everything required
for same is perfectly combined or arranged - consciously or unconsciously. This
is what we call as science of PARA LANGUAGE.
As like paying keen attention to visual clues while reading body
language, listening to voice also gives insight of person’s emotional and
physical state. Like making gestures by hand, we also modulate our voices
depending upon different circumstances, conditions, and needs. The
emotional and homeostatic processes are deciding factors for
same.
Humans have very well developed system for creating different
sounds and vary tone, volume and speed of pronunciation. Torso, throat, oral
cavity, lips, jaws, tongue, rate of breathing and facial muscles play different
roles altogether. Physical movements, level of energy, body mass and hormones
also add to them. Kind of sound we create while talking is like a
signature.
We can roughly co-relate the physical and mental state of persons
shown in following images with kind of voices they would be interacting
with.
Domination - A police officer talking in firm tone and uniform pitch would be
standing upright, bluffing his chest, stiffening neck and perhaps putting hands
on hips or holding them on back.
Exhaustion - A lady speaking in monotonous and sluggish voice (on telephone)
might be physical exhausted, feeling sad or nervous, sitting alone and consoling
herself.
Play time - A laughing, twittering and singing boy in joyous tone would be
surely making merry, playing, jumping and dancing.
Gossip - Two colleagues whispering (behind your back) would be sitting
close to each other and may not be making any gestures and meeting gaze with
other.
Conflict - Yelling and shouting couple (at neighborhood) would be making
aggressive gestures, clenching fists, bearing teeth, crossing hands on chests
and fiercely gazing towards each other.
Convincing - A salesman buttering up your boss to place an order or sign a
contract would be slightly leaning forward, titling his neck at once side and
smiling.
Study of PARA
LANGUAGE is most useful when we cannot observe somebody
face-to-face.
Answer these
questions:
a.
Using the concept map summarise what para-language
is.
b.
In pairs practice saying the following expressions and note the
differences in meaning. Stress
the word in bold.
Sign that you have heard your
partner.
I did not say I saw John
cheating at cards last night.
I heard
________________________
Say these expressions
on
(date)
(signed)
I did not say I saw John
cheating at cards last night.
I did notsay I saw John
cheating at cards last night.
I did not say I saw John cheating at cards last
night.
I did not say I saw John cheating at cards last
night.
3.
We have already learnt that children’s spoken language develops gradually
as they become more aware of their world.
Read the document Language Development In Children (Document 1) and let us
refresh our memories with some short questions by completing this true or false
quiz
.
2. Use current
recognized good practice techniques of
communication.
This section addresses the following performance
criteria:
2.1
Communicate with students to maintain the integrity of individual
rights, self-determination and personal
dignity
2.2 Adapt
style and language to accommodate different cultural values, practices and
cultural sensitivities
True
False
At two years of age a child should be able to
respond appropriately to angry and happy
tones.
Age is a sure fire way of identifying what
language development stage a child is at.
When working with children above 8 years of
age you should use complex words or phrases that children do not understand in
order to increase their vocabulary.
At age 4 years, children should know the
names of familiar animals.
To ensure that you use language styles
suitable for a child or young person, you need to get to know each
child.
2.3 Conduct
interactions with young people in a fair, equitable and positive
manner
2.4
Report accurately disclosuresthat indicate a that a student is
at risk of harm in accordance with statutory requirements and organisation
procedures
8.
a. Read Document 2 Advice
for schools when teaching about cultural diversity (Available on line here: http://www.education.vic.gov.au/Documents/school/principals/governance/culturaldivers.pdf) and list five ways that you could use to
teach about cultural diversity.
b.
Read http://www.creativespirits.info/aboriginalculture/education/barriers-to-aboriginal-education
(Barriers to Aboriginal Education) and explain what factors may hinder
communication between indigenous students and their white
teachers?
c.
View this video;
http://www.pbs.org/newshour/bb/science/jan-june13/hiphop_03-27.html
What are the advantages
of communicating with young people in their own‘language’ or culture
?
9. Read this site
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=240&np=300&id=2118
Discrimination can and
will deter people from fully participating in education.
There is a need as we have seen to respect cultural diversity. However, the site above, it is clear
that there are other issues than can hinder participation.
What are some of the issues of which we as educators need to be
aware.
10.
A child has decided to disclose to you that he or she is being
abused. What can you do to make
that disclosure easier? Read
Document 3 which comes from this site http://www.aifs.gov.au/nch/pubs/brief/pb2/
Assessment task 2
You are going to create
a powerpoint on How to Communicate
Effectively with Students. The
powerpoint should provide information for individuals who work or are going to
work in the educational sector.
Your powerpoint needs to
provide information on 6
questions/topics we have covered in this unit.
You have to cover at least 2 questions/topics from each of the two
sections.
Also:
While you will be
presenting information on point form you need to be
thorough
Show understanding of
the course content, theories and how to apply
knowledge
Communicate
clearly
Be logical in your set
out
Have a title slide and a
table contents
Your powerpoint must
include a glossary that defines specialist terms used in your slide
show.
Purpose
This
unit describes the requirement for education support workers to effectively
communicate with students
You
will develop skills so that you can:
a. communicate
effectively with students
b. use current recognized
good practice techniques of communication.
Richard Opie’s email:
Blog:
Course
Booklet and Answer Booklet
Key Dates:
Delivered:
3rd September
2013
Assessment Due: First Attempt 17th September 2013
Second attempt 15th October (results
Finalised)
Make
plans to complete a work experience in an educational setting as it will help
with this unit.
Use the spaces provided.
Name each page. Avoid
writing on back of pages. If you need extra space place a names unlined sheet in
the set with the name of the unit and the question to which it
relates.
1.
Communicate effectively with
students.
This section addresses the following performance
criteria:
1. Communicating
with students through their own interests is a successful route to effective
communication.
1.1 Use
positive and respectful communication styles with students in all
situations
1.2 Use
active listening techniques
1.3 Explore
students interests and concerns through conversation where
appropriate
1.4
Communicate clearly guidelines and limits for students' behaviour
1.5 Consider
non-verbal cues when interacting with students
1.6
Use communication strategies that are developmentally
appropriate for effective interaction and problem solving with
students
Read this site http://changingminds.org/techniques/questioning/open_closed_questions.htm
and answer the
following questions:
a. Rewrite the
following questions so that they are open
questions.
Are
you sick?
Did
you fail your maths exam again?
Do
you like Geography?
Did
you hit him?
Are
you happy with your results?
Do
you want to be a doctor like your mother when you grow
up?
b. Describe some of
the methods that you might use to encourage a student to talk about their likes
or dislikes
2. These are
the school rules from a large high school.
School
Rules
Consistent with our values, the Kooringal High School Community has
developed four school rules to be followed by all students. Strongly endorsed
by parents, students and staff in 2008 the rules and their values
are:
Rule
Value
Students Should:
Consistently do your best.
Excellence
1.
Be focused and engaged
2.
See excellence as a process
3.
Apply themselves diligently at all times
4.
Ask questions when unsure/Take pride in their work and do the best
they can
5.
Actively participate
6.
Complete all tasks and be accepting of
feedback
7.
Take pride in their work and perservere at
tasks
8.
Aim to better performance
9.
Redo work that is not up to an acceptable
standard
Be polite and courteous to all.
Respect and Fairness
•
Use manners - Please, Thank you, Excuse me, Mr. Mrs. _______,
listen to others, no swearing.
•
Respect the speaker
•
Always use appropriate language
•
Accept correction of their behaviour
•
Use polite language and behaviour at all
times
•
Be friendly and polite
•
Use a respectful tone when speaking to
others
•
Solve disagreements with respectful language in all
environments
Follow instructions.
Co-operation
Listen to instructions from teachers
Be prompt and positive
Listen attentively
Be prepared for work
Show a willingness to follow instructions
promptly
Be trustworthy to follow instructions once
given
Follow safety rules
Ensure adequate onganisation and be prepared for the
lesson
Be on task and on time
Stop, listen, be attentive
Accept instruction without challenging
Be a responsible person.
Responsibility
•
Take ownership of their learning
•
Allow others to learn
•
Have all necessary equipment and respect all
property
•
Focus on task and not distract others
•
Care for the school environment and
equipment
•
Behave safely
•
Be prepared for school and be ready for
learning
•
Be proactive with their learning
•
Take responsibility for their own
education
•
Be prepared to learn
•
Meet deadlines
•
Discuss issues/problems with their teacher before task is
due
•
Show respect for the school environment
How might you express
the 10 of these rules for a primary
school?
3.
Para-languages
Last unit we studied non
verbal language. We now will look
at paralanguage.
Read these two brief
articles and complete the activities that
follow.
Article
a
Paralanguage refers to the vocal aspect of communication.
Vocal elements of language differ from verbal elements in this way: vocal
elements involve sound and its manipulation for certain desired or undesired
effects. Verbal elements are the particular words we choose when speaking. Thus,
in saying "hello," the verbal aspect is the actual word "hello." The vocal
aspect, or paralinguistic element, is the sound of the word when uttered: the
inflection of the voice, the pitch, loudness, pace, stress, and the like. In
speaking, both language (verbal aspects or words) and paralanguage (vocal
aspects or sounds) play significant roles in conveying our meaning.
http://cyber.bentley.edu/faculty/wb/presentations/paralanguage/ppframe.htm
Article
b
How words are pronounced is most important than their literal
meaning. There’s strong relation between vocal and physical expressions -
condition. We cannot pronounce words the way we want until everything required
for same is perfectly combined or arranged - consciously or unconsciously. This
is what we call as science of PARA LANGUAGE.
As like paying keen attention to visual clues while reading body
language, listening to voice also gives insight of person’s emotional and
physical state. Like making gestures by hand, we also modulate our voices
depending upon different circumstances, conditions, and needs. The
emotional and homeostatic processes are deciding factors for
same.
Humans have very well developed system for creating different
sounds and vary tone, volume and speed of pronunciation. Torso, throat, oral
cavity, lips, jaws, tongue, rate of breathing and facial muscles play different
roles altogether. Physical movements, level of energy, body mass and hormones
also add to them. Kind of sound we create while talking is like a
signature.
We can roughly co-relate the physical and mental state of persons
shown in following images with kind of voices they would be interacting
with.
Domination - A police officer talking in firm tone and uniform pitch would be
standing upright, bluffing his chest, stiffening neck and perhaps putting hands
on hips or holding them on back.
Exhaustion - A lady speaking in monotonous and sluggish voice (on telephone)
might be physical exhausted, feeling sad or nervous, sitting alone and consoling
herself.
Play time - A laughing, twittering and singing boy in joyous tone would be
surely making merry, playing, jumping and dancing.
Gossip - Two colleagues whispering (behind your back) would be sitting
close to each other and may not be making any gestures and meeting gaze with
other.
Conflict - Yelling and shouting couple (at neighborhood) would be making
aggressive gestures, clenching fists, bearing teeth, crossing hands on chests
and fiercely gazing towards each other.
Convincing - A salesman buttering up your boss to place an order or sign a
contract would be slightly leaning forward, titling his neck at once side and
smiling.
Study of PARA
LANGUAGE is most useful when we cannot observe somebody
face-to-face.
Answer these
questions:
a.
Using the concept map summarise what para-language
is.
b.
In pairs practice saying the following expressions and note the
differences in meaning. Stress
the word in bold.
Sign that you have heard your
partner.
I did not say I saw John
cheating at cards last night.
I heard
________________________
Say these expressions
on
(date)
(signed)
I did not say I saw John
cheating at cards last night.
I did notsay I saw John
cheating at cards last night.
I did not say I saw John cheating at cards last
night.
I did not say I saw John cheating at cards last
night.
3.
We have already learnt that children’s spoken language develops gradually
as they become more aware of their world.
Read the document Language Development In Children (Document 1) and let us
refresh our memories with some short questions by completing this true or false
quiz
.
2. Use current
recognized good practice techniques of
communication.
This section addresses the following performance
criteria:
2.1
Communicate with students to maintain the integrity of individual
rights, self-determination and personal
dignity
2.2 Adapt
style and language to accommodate different cultural values, practices and
cultural sensitivities
True
False
At two years of age a child should be able to
respond appropriately to angry and happy
tones.
Age is a sure fire way of identifying what
language development stage a child is at.
When working with children above 8 years of
age you should use complex words or phrases that children do not understand in
order to increase their vocabulary.
At age 4 years, children should know the
names of familiar animals.
To ensure that you use language styles
suitable for a child or young person, you need to get to know each
child.
2.3 Conduct
interactions with young people in a fair, equitable and positive
manner
2.4
Report accurately disclosuresthat indicate a that a student is
at risk of harm in accordance with statutory requirements and organisation
procedures
8.
a. Read Document 2 Advice
for schools when teaching about cultural diversity (Available on line here: http://www.education.vic.gov.au/Documents/school/principals/governance/culturaldivers.pdf) and list five ways that you could use to
teach about cultural diversity.
b.
Read http://www.creativespirits.info/aboriginalculture/education/barriers-to-aboriginal-education
(Barriers to Aboriginal Education) and explain what factors may hinder
communication between indigenous students and their white
teachers?
c.
View this video;
http://www.pbs.org/newshour/bb/science/jan-june13/hiphop_03-27.html
What are the advantages
of communicating with young people in their own‘language’ or culture
?
9. Read this site
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=240&np=300&id=2118
Discrimination can and
will deter people from fully participating in education.
There is a need as we have seen to respect cultural diversity. However, the site above, it is clear
that there are other issues than can hinder participation.
What are some of the issues of which we as educators need to be
aware.
10.
A child has decided to disclose to you that he or she is being
abused. What can you do to make
that disclosure easier? Read
Document 3 which comes from this site http://www.aifs.gov.au/nch/pubs/brief/pb2/
Assessment task 2
You are going to create
a powerpoint on How to Communicate
Effectively with Students. The
powerpoint should provide information for individuals who work or are going to
work in the educational sector.
Your powerpoint needs to
provide information on 6
questions/topics we have covered in this unit.
You have to cover at least 2 questions/topics from each of the two
sections.
Also:
While you will be
presenting information on point form you need to be
thorough
Show understanding of
the course content, theories and how to apply
knowledge
Communicate
clearly
Be logical in your set
out
Have a title slide and a
table contents
Your powerpoint must
include a glossary that defines specialist terms used in your slide
show.