Instructions: 1.Break into partners: a teacher and an artist 2.Have one partner face the screen (the teacher) and the other partner (the artist) face away from it 3.An image will be displayed on the screen. The teacher must verbally instruct the artist how to draw the image without using any gestures 4.The artist may only ask the teacher “yes” and “no” questions

The Transmission Model of Communication:  Developed by Shannon and Weaver in 1949  This model is useful in dissecting some of the ways that communication can break down  However, this model views communication from a limited unidirectional perspective

The Transmission Model of Communication: Sender EncodingChannelDecoding Noise Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from

The Transmission Model of Communication: Sender EncodingChannelDecoding Receiver Noise 1. The sender has a thought that he/she wishes to share with the receiver.. Sender Chandler, D. (2008). The transmission model of communication. Retrieved from

The Transmission Model of Communication: Sender EncodingChannelDecoding Receiver Noise 2. The sender encodes his/her thought into a message using language or symbols (this can include nonverbal messages as well) “I love you.” Chandler, D. (2008). The transmission model of communication. Retrieved from

The Transmission Model of Communication: Sender EncodingChannelDecoding Receiver Noise 3. The message is sent through a channel selected by the sender. Channels include: Sound (verbal communication) Vision (nonverbal communication) Electronic media ( s, text messages, etc.) Chandler, D. (2008). The transmission model of communication. Retrieved from

The Transmission Model of Communication: Sender EncodingChannelDecoding Receiver Noise 4. Noise can interfere with the message transmission. Examples of noise include: External or internal distractions Barriers to understanding/bias

The Transmission Model of Communication: Sender EncodingChannelDecoding Receiver Noise 5. The receiver decodes the message sent by the sender Chandler, D. (2008). The transmission model of communication. Retrieved from

The Transmission Model of Communication: Sender EncodingChannelDecoding Receiver Noise 6. The receiver perceives meaning of the sender’s thought. Chandler, D. (2008). The transmission model of communication. Retrieved from

The Transmission Model of Communication: Sender EncodingChannelDecoding Noise Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from In Tutoring The key is to find ways to help ensure that the understanding students acquire during a session matches the messages you are intending to send. It is also important to minimize all forms of noise in the communication process.

The Communication Theory of Identity: Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3),  Suggests that communication is a process through which people perform social roles and internalize their identities (in addition to transmitting and receiving messages)  Tutors should be mindful of the impacts the communication they have with students can have on these students (beyond the transmission of ideas and knowledge)

The Communication Theory of Identity: Personal Identity A person’s self-concept or self-image. How individuals view themselves. Four Frames: Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3),

Personal Identity A person’s self-concept or self-image. How individuals view themselves. The Communication Theory of Identity: Four Frames: Enacted Identity Performed or expressed identity. How an individual’s identity is created through his or her performed behaviors Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3),

The Communication Theory of Identity: Personal Identity A person’s self-concept or self-image Four Frames: Enacted Identity Performed or expressed identity. How an individual’s identity is created through his or her performed behaviors Relational Identity Aspects of identity that are created through relationships with others. Includes social roles (student, tutor, spouse, friend, etc.) and ascribed identities (identities shaped by how a person perceives that he or she is viewed by others)

Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3), The Communication Theory of Identity: Personal Identity A person’s self-concept or self-image Four Frames: Enacted Identity Performed or expressed identity. How an individual’s identity is created through his or her performed behaviors Relational Identity Aspects of identity that are created through relationships with others. Includes social roles (student, tutor, spouse, friend, etc.) and ascribed identities (identities shaped by how a person perceives that he or she is viewed by others) Communal Identity Collective group identity shared by members of a group (such as being a Stony Brook Seawolf).

Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3), The Communication Theory of Identity: Personal Identity A person’s self-concept or self-image Four Frames: Enacted Identity Performed or expressed identity. How an individual’s identity is created through his or her performed behaviors Relational Identity Aspects of identity that are created through relationships with others. Includes social roles (student, tutor, spouse, friend, etc.) and ascribed identities (identities shaped by how a person perceives that he or she is viewed by others) Communal Identity Collective group identity shared by members of a group (such as being a Stony Brook Seawolf). In Tutoring When tutoring, be sure to build a positive rapport with your students and interact with them in a way that empowers them to take the lead role in their learning process

Active Listening:  Make eye contact with your student  Use head nods and other nonverbal gestures to help your student feel comfortable sharing thoughts with you  Concentrate on what the student is saying rather than think about what you will say next  Paraphrase your student’s points and ask questions for clarification  Wait for your student to finish talking before you interject a remark. Your student should do most of the talking  Be aware of your own biases and assumptions Eastern Washington University. (2013). Active listening. Illinois State University Department of Physics. (2013). Communication skills.

Asking Probing Questions: Catawba Valley Community College. (2012). Use of probing questions. Retrieved from Can you tell me more about this? How do you know this is true? What steps did you take to reach this conclusion? How does this compare with ____? What made you think of this? How does this relate to ______?

Effective Cross-Cultural Communication:  Learn how to correctly pronounce the names of your students  Be aware that there may be differences in cultural norms regarding body language. For example: Students from some cultural backgrounds may avoid eye contact as a sign of respect Pointing or placing hands on hips can be interpreted as disrespectful in some cultures Norms regarding physical contact can vary across cultures Smiling and nodding can have different meanings Lyon, C. R. (2013). Training tutors to work with international students Union College Writing Center (2012). Tutoring international students

Effective Communication with ESL Students:  Write down the points you are making for your student to read and create charts, graphs, and diagrams to illustrate concepts  Speak slowly and use short sentences  Be patient and respectful. Keep in mind that a student’s familiarity of English is not a reflection of his or her intellectual ability  Pause to give your student time to process what you have said  Avoid using slang  Listen carefully. If you are unsure what your student is trying to tell you, be sure to seek clarification rather than make assumptions Lyon, C. R. (2013). Training tutors to work with international students Union College Writing Center (2012). Tutoring international students

Effective Communication with ESL Students:  Write down the points you are making for your student to read and create charts, graphs, and diagrams to illustrate concepts  Speak slowly and use short sentences  Be patient and respectful. Keep in mind that a student’s familiarity of English is not a reflection of his or her intellectual ability  Pause to give your student time to process what you have said  Avoid using slang  Listen carefully. If you are unsure what your student is trying to tell you, be sure to seek clarification rather than make assumptions Barriers to Communication Physical Barriers Aspects of the physical Aspects of the physical layout that obstruct conversation layout that obstruct conversation Awkward seating arrangements Awkward seating arrangements  Sit beside your student so that you and your student can easily hear and your student can easily hear each other each other

Barriers to Communication Emotional or Perceptual Barriers Subconscious assumptions about how the other person will respond Subconscious assumptions about how the other person will respond Lack of confidence or self-doubt Lack of confidence or self-doubt  Keep an open mind during each tutoring session.  Be confident, but also be honest if there is something you don’t know Smith, C. (2013). The seven barriers of communication. Retrieved from

Barriers to Communication Cultural or Language Barriers Cultural differences Cultural differences Differences in native language or professional jargon Differences in native language or professional jargon  Be aware of possible cultural differences.  Explain the meanings of technical terms and avoid unnecessary jargon Smith, C. (2013). The seven barriers of communication. Retrieved from

Barriers to Communication Break down these barriers!

Common Communication Mistakes:  Finishing someone else’s sentences  Thinking of a response before the other person has finished talking  Not focusing undivided attention on the person who is speaking  Not showing any interest or enthusiasm in what the other person is saying  Focusing on the delivery of the other person’s message rather than the content Illinois State University Department of Physics. (2013). Communication skills. Retrieved from

Nonverbal Communication: A significant portion of communication is nonverbal and therefore interpreting facial expressions and body language is an important communication skill. For each of the following pictures, write down the emotion you believe the person is feeling and then create a brief story around the image. Then each person in the group will share his or her response. Did everyone identify the same emotion?

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References Chandler, D. (2008). The transmission model of communication. Retrieved from Eastern Washington University. (2013). Active listening. Retrieved from Illinois State University Department of Physics. (2013). Communication skills. Retrieved from Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3), doi: / Retrieved from: Catawba Valley Community College. (2012). Use of probing questions. Retrieved from Lyon, C. R. (2013). Training tutors to work with international students. Retrieved from H%20INTERNATIONAL%20STUDENTS.htm Smith, C. (2013). The seven barriers of communication. Retrieved from barriers-communication Union College Writing Center. (2012). Tutoring international students. Retrieved from