MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
Communication skills for educators
1. Communication Skills for
Educators
Chapter 1, 2 & 3
Antwuan Stinson, Ed.D.
Curriculum & Instruction
Alabama State University
2. Chapter 1 Needs Theories
Abraham
Knowledge and Understanding
Self actualization
Self respect
Belonging and affection
Safety and security
People have an innate need to be competent and
accepted.
3. Needs Theories
Rudolf Dreikurs
Children have a basic need for social
acceptance
Four goals associated with behavior (p. 5&6)
Attention getting
Power
Revenge
Displays of inadequacy
4. Needs Theories
Williams Glasser
Five basic needs
To survive and reproduce
To belong and love
To gain power
To be free
To have fun
Students will function productively in school environments that allow
them to experience a sense of control or power over their learning .
5. Needs Theories
Stanley Coopersmith
Significance - a sense of being valued
Competence – being able to perform a socially
valued task as well or better then other’s
Power – the ability to understand and control
one’s environment
7. Approaching Classroom Management
Individual life experiences
Personal values and teaching style
Organization
Responding to “abnormalities”
Think critically of the best solution
The dynamics of the classroom will dictate the approach to dealing with
discipline and ultimately the quality of learning in your classroom.
8. Chapter 2 Classroom Relationships
What do students value in a teacher?
Make sure that students did their work
Control the classroom willing to help students wherever
and whenever needed
Explain assignments and content clearly
Vary the classroom routine
Take the time to know students
Darling-Hammond found that 84% of teachers interviewed stated
creating positive relationships with students and developing
materials related to needs were the most important ingredient to
effective teaching.
9. Get to know students
Family structure
Life cycle
Roles and interpersonal
Discipline
Time and space
Religion
Food
Health and hygiene
History, tradition, holidays
10. Get to know students
Arrange individual conferences with
students
Demonstrate interest in activities
Eat lunch with students
Send letters and notes to students
Suggestion box
School and community events
11. Communicate High Expectations
High achievers receive more response
opportunities; are given more time to
answer questions;
Call on low achievers more
Give a little more wait time for lows
Provide more accurate feedback to lows
Reduce interruptions of lows
12. Avoiding Negative Effects of Teacher
Expectations
Use information from test, cumulative folders, and other
teachers very carefully
Be flexible in your strategies
Make sure all students are challenged
Be careful how you respond to low-achieving students
Use materials that show a wide range of ethnic groups
Be fair in evaluation and disciplinary procedures
Communicate to all students that you believe they can
learn-and mean it
Involve all students in learning task and in privileges
Monitor nonverbal behavior
13. Stages of Group Development
Dependency Authority figure provides Teacher provides clear
structure classroom and behavior
standards
Inclusion or Members are concerned Teacher gives activities to
about belonging ensure students are valued
orientation
and competent
Dissatisfaction Concern about who makes Obtain feedback: problems,
decisions in the group meetings, environment
Resolution Students listen more; Implement instructional
greater group unity strategies to involve all
Production Student social and Be a reflective practitioner
academic needs
Termination Students need closure on Discuss classroom events,
group experience projects, conclusions
14. Acquaintance Activities
1. Name chain
2. Bingo
3. Interviews
4. Guess who?
5. Who are we?
6. T-shirt
7. Shoe box or Paper bag
15. Creating a Positive School Climate
Take picture
Involve students in special projects
Set aside time to read quietly
At the end of the day, write about a
positive experience
16. Chapter 3 Working with Families
Methods for obtaining support
Introductory letter
Phone calls
Home visits
Initial meeting
Open house or back to school night
Follow up
17. Working with Families
Continuous Interaction
Weekly planner or folder
Friday envelopes or activities sheet
Newsletter
Progress report
18. Working with Families
Prepare for conferences
Parents feelings about the class
Student academic work
Student behavior
Data on conferences with colleagues
23. Be familiar with school policies from the
start!
Policies relating directly to students:
Attendance/Tardy Policy
Academic/Grading Policies
Telephone use (school phones, cell, pagers)
Student Dress and Grooming Policies
Safe School Policies
Weapons, fighting, intimidation, verbal abuse, etc.
Alcohol, Tobacco, and Drug Policies
Sexual Harassment Policy
24. Policies you’ll need to be aware of as a
teacher
Internet/Email use policies
Family Educational Rights and Privacy Act (FERPA)
Policies
Policies regarding the reporting of abuse, neglect,
suicide threats, etc.
Emergency procedures
Fire, earthquake, bomb threat, intruder, etc.
Field Trip policies
Accident reporting procedures
Reporting academic progress
Purchasing guidelines
Substitute teachers
Requests for, planning, etc.
Use of videos, movies, and instructional materials
25. If you advise a student group:
Be familiar with:
Travel policies
Fundraising policies
Activity absence policies
Student organization finance policies