Teaching communication skills,free communication skills training activities,life coach los angeles reviews - PDF Review

20.08.2014, admin  
Category: Manifestation Miracle Book

Dr SNG BEE BEE is currently an Associate Lecturer in Communications with the University at Buffalo, SIM Global Education, Writing Skills in S. Effective communication skills are really important to teachers in their delivery of pedagogy, classroom management and interaction with the class. Communication skills can be defined as the transmission of a message that involves the shared understanding between the context in which the communication takes place (Saunders and Mills, 1999). The focus of this study involves an analysis of teachers’ reflections of their communication strengths and weaknesses. This study hopes to trace the development in the pre-service teachers’ perception of their communications and the implications this perception may have in their classroom communication. The present study therefore attempts to identify the Singapore’s preservice teachers’ perception of the strengths and weaknesses of their communication skills. The preservice teachers were invited to write about their perceived strengths and weaknesses in communication skills during and at the end of their course.
In contrast with the General track group who viewed the importance of communication skills in the light of classroom teaching, the Mother Tongue preservice teachers evaluated the importance of possessing effective communication skills in terms of communication using English with their colleagues and superior. The Mother Tongue group identified aspects of communication skills related to interpersonal communication to a greater extent than the General Track group. Compared with the General Track group, the Mother Tongue group placed importance on the place of humour and paraphrasing (12.5% or 4 respondents, refer to figure 3), apart from using appropriate tone and register in communication.
In terms of verbal communication, the respondents felt that clear pronunciation and speech were crucial (6% or 2 respondents, refer to figure 3) and they placed emphasis on receptiveness to feedback and showing respect to the speakers.
The Chinese language (CL) preservice teachers’ self-assessment of their communication weaknesses involves linguistics, organization of message, voice projection and perception of listeners of their message. The concern with using effective communication skills among the preservice teachers has to do with the dual role that teachers play: as role models of standard English, and as someone who builds rapport with the students. The preservice teachers in both the General Track and Mother Tongue groups recognized the significance of the affective aspect of communication.
It is in this creation of interpersonal relationships that the aspects of communication identified by the preservice teachers such as active listening, eye contact, humour and other paralinguistic cues find its place.
This aspect of clarity in communication is complicated by the existence of different languages and varieties of English in Singapore.
In this study, the preservice teachers show audience awareness in their reflection that non-verbal communication like tone, pitch of voice and facial expressions in communicating the speaker’s attitude both towards the subject of the conversation and the listener. It is important, therefore, to carry out research on the importance of communication skills for teachers.
Teaching Communication Skills addresses communicative needs of children with autism and Asperger Syndrome as well as the needs of nonverbal and beginning communicators. Contents include: Assessments, teaching communication skills, motivation and communication, using cues and prompts, teaching verbal language, using AAC, combining methods, following directions, tone of voice and emphasis, echolalia, appropriate communication, conversation skills, developing social understanding, and teaching across environments.
A comprehensive overview of methods and strategies for developing functional communication in children and adolescents with autism.
This presentation deals with some basic skills required by the teacher to be effective communicator in the classroom.
Rajaratnam School of International Studies, Communication for Teaching in the National Institute of Education, Nanyang Technological University, Singapore. In a multilingual society like Singapore, teachers struggle with decisions about the variety of English to use, the standard quality of their English, their English language proficiency and the effectiveness of their communication skills.
This study integrates the findings about the relationship between teachers’ beliefs and their communications skills in the studies done by Jones and Fong (1999), Lee (1997), and Shapiro (1991) into a theoretical framework represented the figure 1. This concern is reflected in research on communication in the multilingual classroom which finds that language use differs from policies which are prescriptive and monolingual (Tan and Rubdy, 2008). This study aimed to identify Singaporean pre-service teachers’ perception of their communicative strengths and weaknesses. In their journals, the preservice teachers reflected on their communication strengths and weaknesses.
The researchers first read the reflections of the preservice teachers for an overall understanding of their communication strengths and weaknesses.


In total, 35 reflection journals were analyzed, consisting of 20 preservice teachers who would be teaching Malay and Chinese languages (known as mother tongue languages in Singapore) and 19, who would be teaching other subjects like science, maths etc. Since they did not use English in their classroom teaching, they merely used English when communicating with fellow teachers, Heads of Departments and principal. Again, the reason can be cultural in that humour is seen as placing an important role in the interpersonal aspect of communication within their cultures.
This class member perceived his main weakness as a lack of humour, describing humour as a ‘lubricant of communication’.
This correlates with the claim made by Jones and Fong (1999) that teachers see the importance of communication skills not only in classroom instruction, but also in creating interpersonal relationships with students.
Consequently, the teachers teaching mother tongue languages, whose first language is not English, struggles with the apprehension about the comprehensibility of their spoken English.
In the study by Worley, Titsworth, Worley, Cornett-DeVito, (2007), the award-winning teachers identify these aspects as the soft skills of communication, which they say consist of ‘motivation, use of verbal and non-verbal communication, the establishment of interpersonal relationships with students, and the establishment of a positive classroom climate.’ (p. In their study, the award-winning teachers say they regularly reflect on their students’ responses to their communication and adapt their communication to their students. Preservice teachers’ reflection of their communication strengths and weaknesses will ultimately have implications in their self-confidence when they stand in front of the class. This study has shown that there is a need to consider the struggles that preservice teachers teaching mother tongue languages face in using English, which is either their second or foreign language.
Teaching Communication Skills to Children with Autism addresses the needs of nonverbal and beginning communicators, plus children with high functioning autism and Asperger Syndrome.
In the past, she has also taught Communication Skills in the Language and Communication Centre, Nanyang Technological University, Singapore for nine years . This study examines Singapore’s preservice teachers’ perception of their communicative strengths and weaknesses as reflected in their journals.
Within the teaching profession, communication skills are applied in the teachers’ classroom management, pedagogy and interaction with the class (Saunders and Mills, 1999).
Teachers’ beliefs are embodied in their thinking inward and recognizing their beliefs about their teaching. This theoretical model shows that teachers’ communication skills in the classroom are influenced by both their inner beliefs about what constitute good communication skills and external forces in the form of societal perception of the status of different English varieties and institutional practices.
It is important to research teachers’ beliefs as these beliefs influence perception and judgment; play a role in how information on teaching is translated into classroom practices.
Then, in the analysis of data, the types of communication strengths and weaknesses they identified were coded and categorized. The reason for this could be they viewed the importance of communication skills in English in the light of communication with colleagues and superiors. She was also fearful that she was too emotional when communicating and believed that teachers should be calm and composed. Cornett-DeVito and Worley (2005) offered a definition that was useful in this study: ‘‘Instructional communication competence is the teacher instructor’s motivation, knowledge and skill to select, enact and evaluate effective and appropriate, verbal and nonverbal, interpersonal and instructional messages filtered by student-learners’ perceptions, resulting in cognitive, affective and behavioral student-learner development and reciprocal feedback’’ (p. They are also mindful that they are not impeding their students’ literacy skills by using Singlish in the classroom (Rudy, 2007). In a study on award-winning teachers’ concept of effective communication skills, teachers describe effective communication skills as consisting of content knowledge accompanied with the communication of such knowledge in ways that engage students.
For this reason, the present study deemed it important to engage the preservice teachers to reflect on their communication skills. Further studies can also be conducted on the intercultural communication of teachers in such multilingual environment and how respect, openness and adaptability are important in such multicultural contexts. An encyclopedic look at educational tools for working with your children and a unique resource that focuses on the most critical issue for individuals on the spectrum—that of communication. In addition, teaching speaking skills is important in teacher education (McCarthy and Carter, 2001). For this reason, it is important to examine preservice teachers’ perception of their communication strengths and weaknesses. In addition, understanding these beliefs is essential in improving teaching practices and teacher education programs (Kagan, 1992).


It would be interesting and important to study their perception of the effectiveness of their communication skills after they enter into the teaching service. Despite this, there was little literature and research identified on the communication skills of teachers and for this reason, this study was conducted.
However, there is little literature on how Singaporean teachers adapt their use of Singlish and Singaporean Standard English to the different communicative contexts in schools.
The points identified by the preservice teachers as their communicative strengths and weaknesses were analyzed along the lines of whether they were verbal or non-verbal; whether they were linguistic in nature or relate to communication skills, or to choice of varieties of English to use in the classroom. In Worley, Titsworth, Worley, Cornett-DeVito (2007), this aspect of a teacher’s communication is described as ‘immediacy, relationships, and affect–for you’.
This reinforces the point made by Saunders and Mills (1999) that communication skills is important in to the teacher in classroom management, interaction with the class and pedagogy. In addition, it necessitates an attitude of openness, a willingness to engage with people of other cultures, and skills of interpreting and relating to other cultures (Garrido, and Alvarez, 2006).
A course on communication skills is included in the program of teacher training for teachers-to-be in Singapore. This quantitative compilation of quality data allowed the researchers to make a judgment of the prevalence of views about the preservice teachers’ communicative strengths and weaknesses.
Another of her classmates found that her communicative weakness had to do with not being able to inject life into her utterance by varying her pitch and tone. He thought his ‘scope of knowledge’ was ‘narrow’ and he was unable to accomplish his communication aim as a result. The development of effective communication skills is one of the desired outcomes of initial teacher training in Singapore (Deng, 2004). The results of this study have implications in course design of communication courses in teacher education programs, language policies of a country as well as policies about language pedagogy. Her study shows that all pre-service teachers bring to their teacher education program some knowledge of communication skills though they may not be able to describe this. A communication course for teachers in a multilingual society like Singapore should include sociolinguistic discussions of language choice and use. Consequently, they are concerned with how clearly and effectively they are communicating this knowledge and other intended messages.
Her study proves that communication skills should be taught explicitly and implicitly through the teacher trainer’s modeling of communication skills. She encountered problems in communication breakdown as she ‘speaks very fast in a conversation’.
In the teacher education program, pre-service teachers should identify the relationship between theoretical learning and practical application of communication skills. Another study done by Jones and Fong (1999) discovers that at the initial stage of teacher education, pre-service teachers perceive themselves as the center of communication and transmitter of knowledge. In addition, pre-service teachers enter into a teaching training program with different expectations and beliefs about teaching (Calderhead and Robson,1991). After they have completed their practical internship in the schools, they recognize the importance of the communication interaction between the teacher and the class. The complexity of language use in Singapore, together with this variety of expectations, necessitates a study on pre-service teachers’ perceptions of their communication skills in English.
For this reason, research about teachers’ beliefs and perception of their communication skills is vital as it may help us to understand how teachers perform in the classroom.
They have learned to integrate communication skills into their teaching practice (Jones and Fong, 1999). One of the research questions the present study addresses is whether the pre-service teachers view the use of Singlish as their communicative strength or weakness and how they reconcile the paradox concerning its use in the classroom.
The other research questions that this study addresses relate to the preservice teachers’ perception of their communicative strengths and weaknesses in the areas of verbal and non-verbal communication as well as other paralinguistic features like pitch and tone of voice.




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