2. Adapted from R.A. Schmuck and P.A. Schmuck, Group Processes in the Classroom, Tel Aviv 1978.

3. Why is communication essential ?  People define their identity primarily through communicating with parents, friends, teachers and others.  The development of an individual's identity and ability to participate in a group evolves through communication.

4. What is communication? CCommunication is a reciprocal activity based on the use of symbols. IIt is a give and take of messages interchanged by using hidden and evident symbols.

5. The Process of Communication  Every communicative interchange is composed of the intentions and the message of the sender… and the interpretation of the receiver.  Communication is by definition a mutual activity.

6. The Process of Communication-2  Verbal and non-verbal messages  Communication can be verbal- spoken or written language.  Communication can be nonverbal- gesture, facial expressions, body language or sounds.  The process of communication is multi-leveled and embodies multiple meanings!!!!!!!

7. Empathy  Empathy is a defining characteristic of human communication.  Empathy entails understanding the psychological state of the other.  Empathy is the ability to identify and comprehend the emotions and thoughts of the other.

8. Effective Communication When?  Effective communication takes place when there is a correlation between the intention of the sender and the interpretation of the receiver. What must take place?  The transferred message must reflect the intentions of the sender.  The receiver must interpret the message in the exact way that the sender intended. What is needed?  Verbal and the non-verbal messages must be consistent.  There must be trust and empathy between the communicators.

9. Breakdown of Communication Communication gaps occur when the transferred messages do not accurately reflect the intentions of the sender. Why? 1.Lack of ability to adequately organize the message  Diluted linguistic ability  Difficulty translating emotions  Difficulty in performing specific behaviors Ummm Uhhh, like, uhh, you know…

10. Breakdown in Communication-2 2.Desire to avoid exposure or to hide intentions  Message doesn’t reflect true psychological state  False expression - sender defends, attacks or tries to make an impression

11. Breakdown in Communication-3 3.Contradictory messages  Gaps between verbal and non-verbal messages Sugar-pie, Come give Mommy a big hug.

12. Tools for Effective Communication Rephrasing and Reflecting  Repeat the message of the other in your own words. Describing Behavior  State the actions of the other, without assuming their motivation, giving them psychological meaning or making generalizations about them. I understand that … This is the second time you’ve forgotten your book.

13. Tools for Effective Communication Describing Personal Feelings  Express emotions directly.  Avoid innuendo or beating around the bush. Checking Out Impressions  Formulate tentative descriptions and interpretations of the other’s inner state in a way that “invites” a direct expression of feelings. I’m insulted… I’m pleased… I’m disappointed… I’m sad… I have the impression that you are …. Am I right?

14. Tools for Effective Communication Giving and Receiving Feedback  Give and receive information regarding insights about the actions of the other in a way that allows him/her to accept or reject your reflections.

15. In the Classroom  Lines of verbal communication should be varied.  One way -from the teacher to the student/s  Two way – reciprocal in various configurations, from teacher to student, from student to teacher, from student to student/s.  Non-verbal communication should be consistent with verbal messages.  Body language must be monitored to reflect verbal messages.  Students should be seated in a way that suits the kinds of communication you want to take place at a particular time or for a particular activity.  Circle, horse-shoe, rows, pairs, groups, etc.