Communication: Which Styles Do I Need? Discussion, Engagement, Accommodation, Dynamic Shandy Hauk, WestEd, Mark Davis and Nissa Yestness, UNC MathTLC Seminar, 4/29/2010

Plan Define some terms Give a few examples State main result/ideas Identify some applications of main result Talk about future directions

A Definition of Culture A “dynamic social system,” containing the values, beliefs, behaviors, and norms of a “specific group, organization, society or other collectivity” learned, shared, internalized, and changeable by all members of the society.

DIRECT INDIRECT Message Approach

Direct Message direct through precise, explicit language Focus on facts and details/evidence (not on maintaining/repairing relationships) Face-to-face/one-on-one interaction preferred Differences of opinion offered/accepted Convincing others to agree (or agree to disagree) a priority Logico-deductive reasoning used to persuade

Indirect

Indirect Message implied through metaphorical language Focus on maintaining/repairing relationships (not on facts or details) Mediators preferred Harmony important Face (self-definition) preservation a priority Agreement/acquiescence may be verbalized directly but may not represent view of speaker

“Say what you mean and mean what you say.” – English proverb “It is good to know the truth, but it is better to speak of palm trees.” – Arabic proverb “Hear one and understand ten.” – Japanese proverb “Nothing done with intelligence is done without speech.” – Greek proverb DIRECT INDIRECT Message Approach

EXPRESSIVERESTRAINED Emotional Approach

Emotionally Restrained Concern that displaying emotion will hurt others Emotions are controlled by keeping them in (verbal and non-verbal behaviors) Even tone and calm, quiet speech used to convey intellectual investment in topic(s) Commitment, trust, credibility, sincerity, degree of personal involvement shown by avoiding the display of strong emotion Negative response to requests to express feeling(s)

Emotionally Expressive Concern that hiding emotion will hurt others Emotions are controlled by getting them out (verbal and non-verbal behaviors), often through humor Variation in pitch, loudness, and speed of speech used to convey intellectual investment in topic(s) Commitment, trust, credibility, sincerity, degree of personal involvement shown through amount of emotion displayed Negative response to requests to restrain display(s)

“Silence produces peace, and peace produces safety.” – Swahili proverb “What is nearest the heart is nearest the mouth.” – Gaelic proverb “The first to raise their voice loses the argument.” – Chinese proverb “After a storm, fair weather; after sorrow, joy.” – Russian proverb EXPRESSIVERESTRAINED Emotional Approach

DISCUSSION U.S. (Anglo American), Canada, England, Sweden, Norway, Germany, Australia, … EXPRESSIVERESTRAINED DIRECT INDIRECT ENGAGEMENT U.S. (African American), France, Greece, Italy, Spain, Cuba, Russia, Israel, … ACCOMMODATION U.S. (Native American), Mexico, Costa Rica, Peru, China, Japan, Indonesia, Malaysia, … DYNAMIC U.S. (Arab American), Saudi Arabia, Palestine, Lebanon, Pakistan, Iraq, Egypt…

DISCUSSION EXPRESSIVERESTRAINED DIRECT INDIRECT ENGAGEMENT ACCOMMODATIONDYNAMIC “Research is formalized curiosity – it is poking and prying with quiet purpose.” – Researcher proverb “When am I ever going to use this?!?.” – Student proverb “In teaching you cannot see the fruit of a day's work; it is invisible and remains so, maybe for twenty years.” – Teacher proverb “We are excited about the seeds being planted today and look forward to harvesting the fruit of education!” – Administrator proverb

Discussion Style Direct, Emotionally Restrained Self-perceived strengths: Confronts problems Elaborates arguments Maintains calm Weaknesses as perceived by other styles: Blind to nuance Logical but unfeeling Condescending

Engagement Style Direct, Emotionally Expressive Self-perceived strengths: Provides detailed explanations and instructions Expresses opinions clearly Shows feelings Weaknesses as perceived by other styles: Blind to nuance Dominating and rude Over-confident

Accommodation Style Indirect, Emotionally Restrained Self-perceived strengths: Considers multiple meanings and alternate messages Self-possessed, diplomatic Sensitive to feelings of others Weaknesses as perceived by other styles: Ambiguous Uncommitted and dishonest Hesitant and timid

Dynamic Style Indirect, Emotionally Expressive Self-perceived strengths: Considers multiple meanings and alternate messages Uses third parties to gather information, mediate Skilled at noting change in non-verbal behavior Weaknesses as perceived by other styles: Ambiguous Unreasonable and devious Brash

DISCUSSION EXPRESSIVERESTRAINED DIRECT INDIRECT ENGAGEMENT ACCOMMODATIONDYNAMIC Considers multiple/alternate meanings; diplomatic; Self- possessed; Sensitive to feelings of others Weaknesses perceived by other styles: Ambiguous; Uncommitted /dishonest; Hesitant / timid Confronts problems; Elaborates arguments with logical reasoning; Maintains calm Weaknesses perceived by other styles: Blind to nuance; Logical but unfeeling; Condescending Considers multiple/alternate meanings; Use of 3 rd parties to gather info/mediate; Skilled at noting non-verbal behavior Weaknesses perceived by other styles: Ambiguous; Unreasonable / devious; Brash Provides detailed explanations; Expresses opinion clearly; Shows feelings Weaknesses perceived by other styles: Blind to nuance; Dominating / rude; Over-confident

Mathematical Discourse What might “good” mathematical discourse look like in each quadrant? What might “good” mathematical discourse look like for each of several different collectives involved in this project: teachers, students, mathematicians, mathematics education researchers…?

Assessment Contexts – How can we use knowledge of communications styles to revise/edit items to elicit student understandings in math? Situations – Might we create problem situations that include third-party mediation or group consensus building as a viable solution strategy?

Discussion Educator/Researcher partnerships: How might we use the ideas of discourse styles in thinking about and shaping collaboration? Courses/Assessments: How might we use the ideas of discourse styles in thinking about and shaping materials and assignments?