Utilizing Effective Communication as Communication a Tutor Effective

Utilizing Effective Communication as. Communication a Tutor Effective Stony. Brook. University Academic. Successand and. Tutoring. Center

? How is effective communication important during tutoring?

Communication Game 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

? How does this activity relate to being an effective tutor?

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

The Transmission Model of Communication: Noise Encoding Sender Channel Decoding Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from http: //www. aber. ac. uk/media/Documents/short/trans. html

The Transmission Model of Communication: 1. The. Noise sender has a thought that he/she wishes to share with the receiver. . Encoding Sender Channel Decoding Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from http: //www. aber. ac. uk/media/Documents/short/trans. html

The Transmission Model of Communication: “I love you. ” 2. The sender encodes his/her thought into a message Noiseusing language or symbols (this can include nonverbal messages as well) Encoding Sender Channel Decoding Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from http: //www. aber. ac. uk/media/Documents/short/trans. html

The Transmission Model of Communication: 3. The message is sent through a channel selected by the sender. Channels include: Noise • Sound (verbal communication) • Vision (nonverbal communication) • Electronic media (e-mails, text messages, etc. ) Encoding Sender Channel Decoding Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from http: //www. aber. ac. uk/media/Documents/short/trans. html

The Transmission Model of Communication: Noise Sender Channel Decoding 4. Encoding Noise can interfere with the message transmission. Examples of noise include: • External or internal distractions • Barriers to understanding/bias Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from http: //www. aber. ac. uk/media/Documents/short/trans. html

The Transmission Model of Communication: Noise Encoding Sender Channel 5. The receiver decodes the message sent by the sender Decoding Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from http: //www. aber. ac. uk/media/Documents/short/trans. html

The Transmission Model of Communication: 6. The receiver Noise perceives meaning of the sender’s thought. Encoding Sender Channel Decoding Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from http: //www. aber. ac. uk/media/Documents/short/trans. html

The Transmission Model of Communication: In Tutoring Noise 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 Encoding Channel Decoding important to minimize all forms of noise in the communication process. Sender Receiver Chandler, D. (2008). The transmission model of communication. Retrieved from http: //www. aber. ac. uk/media/Documents/short/trans. html

The Communication Theory of Identity: Ø Suggests that communication is a process through which people perform social roles and internalize their identities (in addition to transmitting and receiving messages) Ø 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) Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3), 265 -283.

The Communication Theory of Identity: Four Frames: Personal Identity A person’s self-concept or self-image. How individuals view themselves. Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3), 265 -283.

The Communication Theory of Identity: Four Frames: Personal Identity Enacted Identity A person’s self-concept or self-image. How individuals view themselves. 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), 265 -283.

The Communication Theory of Identity: Four Frames: Personal Identity Enacted Identity A person’s self-concept or self-image Relational Identity Performed or expressed identity. How an individual’s identity is created through his Aspects of identity that are created through or her performed behaviors 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), 265 -283.

The Communication Theory of Identity: Four Frames: Personal Identity Enacted Identity A person’s self-concept or self-image Relational Identity Performed or expressed identity. How an Communal Identity individual’s identity is created through his Aspects of identity that are created through or her performed behaviors relationships with others. Includes social Collective group identity shared by roles (student, tutor, spouse, friend, etc. ) members of a group (such as being a Stony and ascribed identities (identities shaped by Brook Seawolf). 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), 265 -283.

The Communication Theory of Identity: Four Frames: Personal Identity Enacted Identity A person’s self-concept or self-image Relational Identity Performed or expressed identity. How an Communal Identity individual’s identity is created through his Aspects of identity that are created through or her performed behaviors relationships with others. Includes social In Tutoring Collective group identity shared by roles (student, tutor, spouse, friend, etc. ) members of a group (such as being a Stony and ascribed identities (identities shaped by When. Brook Seawolf). tutoring, be sure to build a positive how a person perceives that he or she is rapport with your students and interact viewed by others) with them in a way that empowers them to take the lead role in their learning process Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3), 265 -283.

Active Listening: Ø Make eye contact with your student Ø Use head nods and other nonverbal gestures to help your student feel comfortable sharing thoughts with you Ø Concentrate on what the student is saying rather than think about what you will say next Ø Paraphrase your student’s points and ask questions for clarification Ø Wait for your student to finish talking before you interject a remark. Your student should do most of the talking Ø 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: What steps did you take to reach this conclusion? What made you think of this? How does this relate to ______? Can you tell me more about this? How does this compare with ____? How do you know this is true? Catawba Valley Community College. (2012). Use of probing questions. Retrieved from http: //www. cvcc. edu/Resources/Learning_Assistance_Center/pdf/Use_of_Probing_Questions. pdf

? What communication challenges may arise when tutoring students from another cultural background?

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

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

Barriers to Communication Cultural or Language Barriers • Cultural differences • Differences in native language or professional jargon Ø Be aware of possible cultural differences. Ø Explain the meanings of technical terms and avoid unnecessary jargon Smith, C. (2013). The seven barriers of communication. Retrieved from http: //opin. ca/article/seven-barriers-communication

Barriers to Communication Break down these barriers!

Common Communication Mistakes: Ø Finishing someone else’s sentences Ø Thinking of a response before the other person has finished talking Ø Not focusing undivided attention on the person who is speaking Ø Not showing any interest or enthusiasm in what the other person is saying Ø 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 http: //www. phy. ilstu. edu/pte/310 content/case_studies/resources/Communication_Skills. pdf

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?

Image source: http: //blog. vmforsp. com/2012/12/baseball-trick-to-survive-tech-conferences/

Image source: http: //quinnchiro. net/tired-and-fatigued/

Image source: http: //www. careerbliss. com/advice/a-guide-for-the-overworked-and-underappreciated/

Image source: http: //18 years 2 life. blogspot. com/2011/09/kids-are-embarrassing. html

Image source: http: //images. yourdictionary. com/laughing

Image source: http: //www. makingpositivechanges. co. uk/therapies/eft-for-anger-management

Nonverbal Communication Game

References Chandler, D. (2008). The transmission model of communication. Retrieved from http: //www. aber. ac. uk/media/Documents/short/trans. html Eastern Washington University. (2013). Active listening. Retrieved from http: //web. ewu. edu/groups/studentlife/Active_Listeners%20. pdf Illinois State University Department of Physics. (2013). Communication skills. Retrieved from http: //www. phy. ilstu. edu/pte/310 content/case_studies/resources/Communication_Skills. pdf Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3), 265 -283. doi: 10. 1080/01463370409370197. Retrieved from: http: //dx. doi. org/10. 1080/01463370409370197 Catawba Valley Community College. (2012). Use of probing questions. Retrieved from http: //www. cvcc. edu/Resources/Learning_Assistance_Center/pdf/Use_of_Probing_Questions. pdf Lyon, C. R. (2013). Training tutors to work with international students. Retrieved from http: //hawaii. edu/tlc/tutor%20 training/TRAINING%20 TUTORS%20 TO%20 WORK%20 WIT H%20 INTERNATIONAL%20 STUDENTS. htm Smith, C. (2013). The seven barriers of communication. Retrieved from http: //opin. ca/article/sevenbarriers-communication Union College Writing Center. (2012). Tutoring international students. Retrieved from http: //www. union. edu/Resources/Academic/writing/Tutor/tutor. ESL. php