Group presentation Interpersonal Communication

1. Interpersonal
Communication
Brittney, Kate, Tyler

2. Process of Communication
By Brittney
 Sender - The person who initiates the message
 Receiver - The person whom the message is directed
 Message - verbal/nonverbal communication that needs to be encoded and
decoded
 Channel - the way the message is delivered and received
 Context - Communication taking place
 Physical - This implies the location of where the communication will take
place, the time, lighting, noise level, and other factors.
 Social - The type of communication that will differ depending on the
person you are communicating with.
 Cultural - The way the material is presented.
 Psychological - The mood and emotions of the audience.
 Historical - The expectations of the way communication is presented
because of past experiences.
 Noise - Anything that interferes with the expression/reception of the
message
 Feedback - Response from the receiver indicating whether or not the
message has been received in the intended form.

3.  All of these processes need to be happen in order for communication to work properly. Without a sender and a receiver the intent
of the message can not be completed. There are many different ways a message can be sent. Messages can be verbal or
nonverbal, but the way the message is received depends on the different mechanics of where you are having a conversation, how
you present yourself, your culture, your audience, the history of the sender and receiver, your emotions, and forms of feedback.
 I apply proper communication to my classroom. If I do not communicate properly students can get lost and confused during
assignments. They might also get mixed signals and our classroom procedures can go right out the window. I think about when
people ask you to give instructions on how to make a peanut butter and jelly sandwich. For some people it is as simple as getting
out the bread, peanut butter, and jelly, but there are steps that are missing in those simple directions. We forget that in order for
us to make the sandwich we need a knife, unscrew the lids to the peanut butter and the jelly. In order for us to be successful in
making our sandwich we need to make sure we are precise in our delivery and communicate clearly to those who might not know
how to make a peanut butter and jelly sandwich.
 Even though you may say something cheery your actions can show differently. Just like when you say something one way,
someone may take that completely different. I like to tell my kids it’s not what you say, but how you say it. It is important to
remember that nonverbal communication is just as important as the spoken message.
 Nonverbal communication comes in the form as how you are dressed, your hairstyle, your posture, facial expressions, gestures,
and tone of voice. There are also certain gestures that we use to tell someone how we are feelings. These could be a simple
handshake to rolling of our eyes.
 IQ
 Age
 Race
 Genes
 Gender
 Culture
 Education
 Upbringing
 Personality
 Experiences
 Spiritual Beliefs
 Work Experience
 Social Conditioning
 And much much more

4. A Model of Communication
 Communication Types
 Unilateral Communication - Communication that does not require face-to-
face interaction. This type of communication is one way and includes, emails,
recorded messages, and memos. The sender is communicating one way.
 Directive Communication - A face-to-face interaction requiring the
receiver to provide responses to indicate that the message has been received
clearly.
 Transactional Communication - Face-to-face interactions with back and
forth communication to provide constant exchange.
 Interpersonal Communication - The process in which people
communicate face to face and exchange information, feelings, and meaning
through verbal and nonverbal messages. Interpersonal communication is
more than what is said, but how it is said and and the nonverbal cues you give
through voice, body language, and facial expressions.
http://www.education.com/reference/article/effective-communication/

5.  In order for us to communicate clearly we also need
to be good listeners, but also know how to clearly
state our purpose during communication. We need to
take into account the different backgrounds people
come from. Just like in our classroom each student is
unique and has had different experiences. In order
for us to clearly communicate with our students, we
need to work on our skills as teachers. Body
language, tone of voice, eye contact, and personal
space are all things we can work on to send a clear
message to our students. Be open to students ideas
and what they have to say. They may just be
confused on how you are presenting information. The
most important thing we can do as educators is to
make sure our message is clear

6. Prerequisites of Effective
Interactions
By Kate
 Frame of Reference- Everyone has their own personal frame of reference from
which they perceive and understand things. We have been shaping our frame
of reference every day since the time we were born because one's frame of
reference is affected by our personal daily experiences and our innate abilities.
Things such as race, gender, IQ, culture, family, friends etc. shape our frame of
reference which is why it is important for educators to understand this concept
because every day we communicate with many people with different frames of
reference. As a teacher understanding this concept will be vital to accurately
conveying your thoughts, wants and needs to your students, parents, and
colleagues. There are some key characteristics that allows individuals with
different frames of reference, these characteristics include honesty,
compromise, understanding, mutual respect and empathy. Using these
characteristics will help ease the process of communicating with others
because if you understand the person's intentions as being good it is easier to
work through miscommunications.
 http://www.problem-solving-techniques.com/Frame-of-Reference.html

7.  Selective perceptions- "A man hears what he wants to hear and
disregards the rest."- Simon and Garfunkel.
 Due to constant stimuli our brains naturally tune out messages
that we believe to not be important. We also block out
information that does not fit with what we think it “ought to be”.
Selective perception leads to misunderstandings because each
individual may be selective picking and choosing what they
believe is important. This may lead the individuals involved to
miss out on the purpose/main point of the conversation. As a
teachers we must be aware of selective perception because we
are communicating with many different people every day.
Knowing that selective perception occurs will be very helpful
because then you can ensure to state things that are important to
you clearly to the other individual(s) which may decrease
confusion and frustration between the sender and receiver(s).
 http://catalog.flatworldknowledge.com/bookhub/5?e=carpenter-
ch12_s02

8. Communication Skills
 Selective perceptions- "A man hears what he wants to hear and
disregards the rest."- Simon and Garfunkel.
 Due to constant stimuli our brains naturally tune out messages
that we believe to not be important. We also block out
information that does not fit with what we think it “ought to be”.
Selective perception leads to misunderstandings because each
individual may be selective picking and choosing what they
believe is important. This may lead the individuals involved to
miss out on the purpose/main point of the conversation. As a
teachers we must be aware of selective perception because we
are communicating with many different people every day.
Knowing that selective perception occurs will be very helpful
because then you can ensure to state things that are important to
you clearly to the other individual(s) which may decrease
confusion and frustration between the sender and receiver(s).
 http://catalog.flatworldknowledge.com/bookhub/5?e=carpenter-
ch12_s02

9. Communication Skills
 Opinion: I think it is best to show all
students that you are engaged and
interested in what they are talking about.
I believe listening and removing all
distractions will definitely help me have
better conservations with my students.
 http://www.skillsyouneed.com/ips/listenin
g-skills.html
 http://www.helpguide.org/articles/relation
ships/effective-communication.htm

10.  Nonverbal Communication- Nonverbal communication is wordless
communication conveyed by the individuals body language, facial expressions,
eye contact, posture, nodding, and even breathing/sweating. Nonverbal
communication can help you understand others better and work through
miscommunications because you are able to pick up on what they are feeling.
Nonverbal communication can especially be helpful when talking to special
needs children because they may not be able to physically tell you what they
are thinking, need or want therefore cues from the body can help. As a teacher
nonverbal communication is huge because it allows to quickly see if students
are understanding concepts, having a bad/good day, or if they are upset with
something.
 Opinion: I think nonverbal communication will be very helpful for me when
working with special needs children because it will help me to fully understand
what the child is saying. Being able to understand and feel what the student is
saying is a huge key to effective communication.
 http://www.skillsyouneed.com/ips/nonverbal-communication.html
 http://www.helpguide.org/articles/relationships/effective-communication.htm

11.  Co-orientation- Co-orientation is when two people have similar
perceptions and interpretations on the same subject. Within
communication one should strive for co-orientation because the
greater the similarity the more effective communication is. The
reason co-orientation increase the flow of communication is due
to the fact that you are able to connect with an individual
because of your shared perception and interpretation. This allows
for both individuals to share thoughts, ideas, or
misunderstandings comfortably.
 Opinion: As the teacher I must find ways to create co-orientation
between myself and the students. To do this I will have to find
common ground by being interested in what they are saying and
also sharing information about myself so that a relationship can
be created therefore co-orientation can happen a majority of the
time.
 http://grammar.about.com/od/c/g/Communication-Process.htm

12. Principle of Communication
Tyler
• Be a good listener
◦ Pay attention to the words of the speaker
◦ Maintain eye contact
◦ Don’t talk when they are talking
• Nonverbal Communication Look for body language
 Look for body language
 Pay attention to subtle cues…is the person crossing their
arms defensively?
 Are they trying to interject the point?
 Are they looking confused?
 Pay attention, use these cues to open up for questioning and
confirm knowledge

13. Principle of Communication
 Managing Stress
Stress can cause you to feel unraveled. Try
to manage your stress levels to ensure your
communication is clear and concise. Make
sure if the situation is stressful, you think
carefully before you speak. Do not let the
situation overwhelm your communication.

14. Principle of Communication
 Emotional Awareness
When dealing with parents of children with special needs, it
can be very emotionally charged time. Making sure your
project appropriate emotions, and manage your own is key.
Remember this is often a situation that can be resolved more
easily with effective communication.
Recognizing and validate the emotions of the person across
from you, “How are you feeling? What do you think?” Those
open end questions invite more discussion. If you feel
frustrated, angry, or dissatisfied, it will come across. Make
sure that the emotions are appropriate and be understanding
on what they are.

15. How Can We Improve Our
Communication Skills
Listening Improvements:
◦ Focus on the Speaker
◦ Do not Interrupt
◦ Do not Seem judgmental
◦ Show interest
Nonverbal Communication:
◦ Adjust your signs to fit your context
◦ Use body language to show positive feelings

16. How Can We Improve Our
Communication Skills
Stress Management:
◦ Know when you are building stress
◦ Agree to disagree
◦ Compromise
Emotional Awareness:
◦ Empathize with other people
◦ Communicate clearly
◦ Build strong and trusting relationships

17. Empathy Vs. Sympathy
 Empathy is the ability to recognize emotions. Empathy
means you realize how someone is feeling.
 Sympathy is when you feel pity for someone.
 https://www.youtube.com/watch?v=jR5kq5Qc9ws