Priciples_of_Communication

Lucy Gascoigne TDA 3.1 2.1- Give an explanation on the skills needed to communicate with CYP and adults. Communication is the art of successfully sharing meaningful information with people by means of an interchange of dialogue or experience. I would want to motivate the young people I work with and provide them with information that will allow them to learn effectively and improve their own skills, socially and educationally. Communication from person to person will initiate appropriate actions. This however, requires the young person or adult being spoken to, to not only receive the information from the speaker but also to understand it. When communicating I will naturally be asking myself the following questions: * Why they want to communicate' * Who they wish to communicate with' * Where and When the message could best be delivered' * Do I have their full attention' * Am I explaining myself in an easily understood manner' * Have I given them all the information that they need' * Has the CYP/Adult understood' * Have I explained myself clearly and fully' When communicating I will always try to be: Clear- ensure that information is presented clear and fully Concise- making sure that I’m not long winded and losing the interest and concentration of the receiver Correct- ensure at all times that information is correct and not miss-leading. Never make any promises. Complete- I have given all the information and not just parts of it. Courteous- being polite non-threatening and avoiding conflict at all times. Constructive- avoiding being negatively critical and remaining positive. Non-verbal Sometimes it is important that face to face communication consists of taking it in turns to speak. While one is speaking, the other is expected to listen and wait patiently until they finish. On closer examination, it can be seen that people resort to a variety of verbal and non-verbal behaviour in order to maintain a smooth flow of communication. Such behaviour includes head-nods, smiles, frowns, bodily contact, eye movements, laughter, body posture, language and many other actions. The facial expressions young people and adults provide feedback to the person communicating. Facial expressions will show a person a lot about how someone is feeling and as a teacher I need to always be looking out for the non-verbal signs. It is important to make sure that the person receiving the information has had opportunity’s to ask questions and put any thoughts or feelings forward in the conversation. (Also see area 1 for cross reference) Verbal It is important when verbally communicating to think about exactly what you are trying to communicate before saying it. As once said can be taken in the wrong context and is then hard to retrieve back and rectify. When I am communicating with young people or adults either by way of myself speaking or listening I need to be fully aware of my verbal communication. If I’m trying to give information then I am checking that the person is listening and understanding by asking; Do you understand' Do you have any questions' I would also be asking open questions and asking not only for yes and no answers. If a young person is to reply with don’t know then I’m looking to open up that answer but perhaps asking them, well if you did know then what do you think you would say' Or if your friend were to think that what do you think they might say' If I am receiving the information myself then I know just how important it is to receive signs from the receiver to show interest and understanding. I do this by nodding my head and commenting on what they are saying at appropriate times. Perhaps not giving any opinions on whether I agree or disagree at that time but however letting their train of thought continue. I often will use active listening skills. (see area 1 for cross reference) Repeating back to the person what they have said showing respect and understanding. Even with the skills to communicate effectively there can still be many communication blocks that will arise; * The person’s ideas or perception of something could be different to your own. * The person may jump to conclusions about what you are trying to say rather than giving it time to work through the process of hearing, understanding and accepting. * The person may lack knowledge in understanding what you are trying to communicate * Emotions at the time of conversation may very often interfere with the communication process. * There could be a simple clash of personality between two people or a history or negative experiences. It must always be remembered that communication isn’t just about talking and someone listening. It also involves being the listener. If you don’t have the skills to listen then communication will be very difficult. If as a listener you are judgemental and un approachable then it is likely the speaker will be very anxious and uncomfortable. This then could lead into a major communication and relationship block. The young people I work with all express like towards members of staff that are clear and concise with rules and communicate this well. They are very comfortable around these staff as they are always approachable and young people know where they stand. It is important to give all the young people I work with equal attention and to communicate appropriately to their way of thinking and learning styles. I always try to ensure that along with talking to them I also listen.