L & T chapter 5: Sketching Critical and Collaborative Communication
Communication is such a huge topic. It is a part of almost every aspect of our daily lives both personally and professionally. It is amazing that the thing we engage in so often, we are often ineffective doing. I think the reason for this is that we aren’t always intentional about the process. According to the Cindy Lassonde and Kristine C. Tucker, communication is a “back and forth transfer” of information that all of the parties can comprehend and shape more thoughts from the communication (p.83). What is your definition of communication?
Something that was new to me was the term conversational circles. Though I have heard of the concept, this provided a more concrete definition than I had in the past. This is composed of a group of people that meet together with no set agenda. People simply bring issues or topics that are intriguing them. Then discussions occur around these topics. In turn, this information can be used to aid a literacy leader in the establishment of future plans for the school. Have you all ever been a part of conversational circles?
Proactive leadership is made up of both critical and collaborative communication. Something that I found interesting was the fact that the authors connected both critical and collaborative communication with the upper levels of Bloom’s Taxonomy, evaluating, re-organizing, and synthesizing. This can be seen with critical communication in the fact that “speaker” needs to have foresight into the possible problems that might arise in the communication process. In regards to being a literacy leader, this process allows one to build on people's thoughts providing them ownership and buy-in into the literacy topic. The thing that stood out to me about collaborative communication was the fact that the collaboration leads to a group creating and producing. In other word this collaboration leads to actual change or action on the part of the group.
Graphic from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
After reading about the various strategies that lead to proactive communication, is there one you feel like is more of a challenge to you? What do you plan to do to strengthen yourself in that area?
Beyond the strategies mentioned in this chapter, I was intrigued by the thought of a literacy leader keeping a journal. The authors connected this to “holding thinking still” (p. 91). This gives a place for introspection. I can think of many times that I forgot what I had “pondered” after a situation. If I had taken the time to write down my thoughts, it would have proven helpful. Do you all keep any kind of journal? Do you keep one as a student or professional? What are your thoughts about this?
Dr. Beach asked us to answer questions 1 and 2 on pg. 102. What types of communication do you feel confident using? What are your strengths in that area? What types of communication do you feel you struggle or may struggle using? Why? Do you have a plan to strengthen this area? Explain.
EP & L: Strategy 1 and 2
Strategy one discussed how to establish high expectations for students and a faculty atmosphere of collaboration leading to buy-in regarding these expectations. It seems that we covered some of the materials mentioned in forms 1.1 and 1.2 in part of our needs assessment. Dr. Beach asked us to complete these forms to assist our thinking and growth on the topic. Did you find any information that will help you build a collaborative atmosphere in the school you surveyed? Also, when filling out form 1.2, did you notice any area you want to work on? Did you see a way to improve that area? Explain.
Strategy two discussed the models schools use to establish professional development. We also covered a few of these topics in our needs assessment that we sent to our respective schools. Dr. Beach asked us to complete the forms 2.1 and 2.2. Using the results of the survey, did you discover anything interesting? Could this help you in the creation of your professional development plan? Given the texts focus on Common Core, how do you feel like this survey lines up with Oklahoma standards and in turn the PD plan?
What is your definition of communication?
ReplyDeleteIn my opinion, communication is also the back and forth transfer of information. However, this information can be depicted by talking or singing, through media such as movies/videos or through pictures and symbols. I think communication can occur without words as well through the use of body language.
Have you all ever been a part of conversational circles?
I have never heard of or ever been a part of a conversational circle. However, it sounds very interesting to be a part of.
After reading about the various strategies that lead to proactive communication, is there one you feel like is more of a challenge to you? What do you plan to do to strengthen yourself in that area?
Body language! I have been told countless times that if I don’t say it my body/facial expressions definitely do/show it. I mean I just can’t help myself sometimes lol. I guess I need to practice more smiling and nodding of the head (which I think I do anyway) more often.
Do you all keep any kind of journal? Do you keep one as a student or professional? What are your thoughts about this?
Even as a child I tried to keep a journal but the effort withered away almost immediately. As a teacher, of course all the colorful journals and fancy pens entice me but I never seem to be able to put my thoughts on paper, needless to say I do not keep any kind of journal for myself or for my students. I think journals are a good way to relieve the stress of the day or to keep a record of the day’s happenings. However, I am the type of person that writes all my reminders/notes on sticky notes, and post them in visible spots. Once the actions have been completed I throw away the sticky notes. When I was in the classroom however, I had (and continue to have) a close relationship with my principal. I know she keeps a detailed journal writing everything down. She said it’s very important because keeping records can get your out of “sticky” situations at times. And I believe that, however, I have yet to get in the habit of writing.
What types of communication do you feel confident using? What are your strengths in that area? What types of communication do you feel you struggle or may struggle using? Why? Do you have a plan to strengthen this area? Explain.
I am comfortable with collaborative communication. I think I mentioned it in my post last week that I’d rather bounce ideas/questions between myself and others in order that there may be team input. As a literacy leader, it is best to work with others to in order that a common vision may result.
Using the results of the survey, did you discover anything interesting? Could this help you in the creation of your professional development plan? Given the texts focus on Common Core, how do you feel like this survey lines up with Oklahoma standards and in turn the PD plan?
I’ve noticed that I’m not quite sure about a lot of, if not all the items listed on those surveys. I only worked at my school for one year, and not much interaction occurred with the teacher, especially regarding curriculum/literacy/coaching. I guess when I do get back in the swing of things it would be in my best interest to get to know my co-workers better and how they teach and maybe I might be able to answer these questions more confidently.
I am so the same when it comes to facial expression. I may not say anything, but my face will show my emotion. This is something I need to work on too. Ha! I think body language is a large part of communication. I think that having conversation circles would be interesting for a college class. I think we have a lot to gain from this type of collaborative communication. For the literacy coach the conversations that arise out of this could help guide future PD and provide insight into the needs of the faculty. Also, I think that this practice helps the people you work with know that their opinions and professionalism is appreciated. I think that this helps people to feel that they don't need to feel threatened when looking at the literacy coach's role in a school, but they can see them as a facilitator.
ReplyDeleteAlso, PDs are a great way for allowing people the opportunity to get to know you better or even on a personal level. Doing so in a group setting is always a plus (takes the tension off ha!). Sometimes a year can go by without really interacting with people you work with But I totally agree that PDs provide insight into the needs of the faculty. Having your opinions and professionalism appreciated definitely builds morale and gives teachers a boost to continue working.
DeleteKrystal,
DeleteI liked what your principal told you about journal writing and how it can get you got of sticky situations She may have a point here. Unfortunately, I think for some people, like myself, it must be something that I like doing or else I will not do it. I’m a teacher and moreover a very creative person. I love journal books, especially the ones with positive sayings on them, and I may end up writing in it for a couple of weeks but then after those were are over I become uninterested or unbothered by the whole “keeping a journal” or notes process. But like your principal I think it would get me out of sticky situations and in the future I think I will try “sticking” with the journal/taking notes process.
Cathy,
DeleteAs it regards Conversational circles, I think we as college students do this already without even knowing it. Even though we aren’t focus on implementing what we suggested or otherwise, we discuss pertinent information when topics become interesting. These types of conversations, like you said, would be great for coaches to get information to help them with future PDs as they may provide insight. And yes, these conversational circles help to put everyone on a level playing field, as it makes no one higher than the other (even though these is still the coach who will facilitate) and as a result provides everyone in the circle with equal opportunities to share their thoughts and concerns.
Krystal- I do like that your principal uses journals. It seems so logical to me that it could be used to help out in those difficult situations. I could have used having those a time or two. My problem is that I am not very self-disciplined about keeping a journal. It seems that my plate overflows and never keep that as a priority.
DeleteKrystie,
I agree with you. We probably do engage in conversational circles at the collegiate level. I love the idea of using this to gauge where teachers stand on issues. It gives a little peak into how they might truly feel about a topic.
What is your definition of communication?
ReplyDeleteIn my opinion, communication is the sending of messages from one person to another in either an oral, or written form which can be done through speaking, singing, videos and or other music forms.
Have you all ever been a part of conversational circles?
This is also my first time reading about conversational circles. If it only dealt with sitting around and chatting with teachers about the day and students then I would have said yes (joke ) but with regard to using this conversational circle to help with making future plans for the school, unfortunately I have never been a part of one. However, I do hope to be a apart of one in the future.
Do you all keep any kind of journal? Do you keep one as a student or professional? What are your thoughts about this?
I am not one to keep a journal, either professionally or personally. However, I do like to write little notes, reminders, words or whatever I gather or find interesting in my “Notes” section on my iPhone. When it is necessary I do take copious notes, not in a journal format but all in all I think it is a good idea for teachers and coaches to keep journals so that they may have evidence to look back on. Remembering something that was said in a meeting can be tough, especially as a teacher or coach because of the many things that will fill your brain during the day. Even though I do not do it myself, I would encourage it. Maybe one day I will actually do it.
What types of communication do you feel confident using? What are your strengths in that area? What types of communication do you feel you struggle or may struggle using? Why? Do you have a plan to strengthen this area? Explain.
Aa a result of having a bit of experience in the classroom I would say that as a teacher I feel confident using the Listener and Response as well as Collaborative communication. I think that I am a good listener, no matter the situation that I am in. I think I listen to both students and teachers intently as they speak and I give my honest opinion in a respectful manner. Also, I feel because I am a person who is detailed oriented and need specifics on tasks given or otherwise, I am collaborative communicator, who like the book says, is someone (or parties) who ask not only themselves but each other questions. I love asking questions because I do not like being oblivious about tasks that need to be completed.
Honestly, even though I think I am strong in the above areas of communication I think I can still work on all of the types of communication. I am still a novice educator and I still have lots to learn. I look forward to learning from seasoned teachers who can help me better my communication in each area.
Did you find any information that will help you build a collaborative atmosphere in the school you surveyed? Also, when filling out form 1.2, did you notice any area you want to work on? Did you see a way to improve that area? Explain.
Because I am new to literacy coaching I think I would want to work on a little of everything in the form 1.2. To get familiar with these areas I would need to work with those who are more knowledgeable and aware of literacy coaching and all that it entails.
Using the results of the survey, did you discover anything interesting? Could this help you in the creation of your professional development plan? Given the texts focus on Common Core, how do you feel like this survey lines up with Oklahoma standards and in turn the PD plan?
From my results I realized that the teachers who answered feel as if they have good collaboration at their school. I think having good collaboration in a school setting is the first step to getting other things completed, like having professional development sessions. This, along with the other information I collected can defiantly help me in creating my PD plan because I now have a sense of what the teachers are thinking as it pertains to literacy and coaching and professional developments.
Collaborative communication is so crucial. I am glad you have that strength. This will be very helpful for you as you enter the teaching arena at home. Building knowledge and planning collaborating always results in a stronger educational team. I have found I am a far better teacher when I have the opportunity to work with other teacher and bounce ideas off of them.
ReplyDeleteCollaboration means success for all. I truly believe that. Sometimes it can be hard though because each teacher had his or her own opinions and communication and collaboration breaks down when those who are outspoken speak out.
ReplyDelete