AECC2 Communicative Eng Study Material PDF

1|Page Department of English Syamsundar College Material on AECC 2: Communicative English Prepared by Supriti Debnath, Assistant professor INTRODUCTION Introduction: T...

1|Page Department of English Syamsundar College Material on AECC 2: Communicative English Prepared by Supriti Debnath, Assistant professor INTRODUCTION Introduction: Theory of Communication, Types and modes of Communication What is Communication? Communication is an integral instinct of all living things. At its simplest, communication is any exchange of information between two entities. It can be observed to take place at the cellular level between microorganisms, and on a larger scale between members of a herd evading a predator. As modern humans living in a busy world, we rely on good communication every day to make our way through life. Every interaction we have with another person, from a raised eyebrow in a busy checkout lane, to an obscene gesture at another motorist in traffic, to the simple wave to your family as you pull out of the driveway in the morning, is a form of communication. Today, communication has gone from individual levels of conversing to mass communication. The most important aspects of communication are best understood when there is a lack of it. In the following pages, we will discuss different types of communication, common barriers in our daily communication, as well as strategies for overcoming them. Good communication is not just a process of transferring information from one entity to another. It’s an art of first listening or reading the information, AECC2_SSC_SD 2|Page comprehending it, processing it and then transferring it. There is a huge amount of effort that goes into communication. Gestures, tone of voice, body language and spoken language are some of the important aspects of communication. If the other person is unable to comprehend any of these factors, then the process fails. AECC2_SSC_SD 3|Page Four Types of Communication: AECC2_SSC_SD 4|Page 1. Verbal Communication: This mode of communication relies on words to convey a message. This is the standard method of communicating that most of us use on a day-to-day basis, though we rarely use it without augmenting it with one of the other communication types. Other cues people use while communicating verbally include, tone, gestures, and body language. Verbal communication helps in expressing thoughts, emotions and sentiments. A phone conversation, chat with a friend, an announcement made, or a speech delivered are all verbal forms of communication. For most of us, it comes with ease. As children, we learned verbal communication through the sounds around us. We soon develop and start understanding the language which helps us to communicate verbally as we grow older. Verbal communication is further divided into four subcategories: A. Intrapersonal Communication This form of communication is extremely private and restricted to ourselves. It includes the silent conversations we have with ourselves, wherein we juggle roles between the sender and receiver who are processing our thoughts and actions. This process of communication when analyzed can either be conveyed verbally to someone or stay confined as thoughts. B. Interpersonal Communication This form of communication takes place between two individuals and is thus a one-on-one conversation. Here, the two individuals involved will swap their roles of sender and receiver in order to communicate in a clearer manner. C. Small Group Communication This type of communication can take place only when there are more than two people involved. Here the number of people will be small enough to allow each participant to interact and converse with the rest. Press conferences, board meetings, and team meetings are examples of group communication. Unless a specific issue is being discussed, small group discussions can become chaotic and difficult to interpret by everybody. This lag in understanding information completely can result in miscommunication. D. Public Communication This type of communication takes place when one individual addresses a large gathering of people. Election campaigns and public speeches are example of this type of communication. In such cases, there is usually a single sender of information and several receivers who are being addressed. AECC2_SSC_SD 5|Page 2. Non-Verbal Communication Non-verbal communication is a process of communication without using words or sounds. Non-verbal communication uses gestures, body language, facial expressions, eye contact, clothing, tone of voice, and other cues to convey a message. Like verbal communication, this method of communicating is rarely used alone. Non-verbal communication could be considered like a spice we use when communicating to add a little flavor. You might raise your eyebrows emphatically when speaking to help make a point, or shake your finger at your child when you’re angry. These are all non-verbal cues that help convey a message. 3. Written Communication Written communication is the medium through which the message of the sender is conveyed with the help of written words. Letters, personal journals, e-mails, reports, articles, and memos are some forms of written communication. Unlike some other forms of communication, written messages can be edited and rectified before they are sent to the receiver, thereby making written communication an indispensable part of informal and formal communication. This form of communication encapsulates features of visual communication as well, especially when the messages are conveyed through electronic devices such as laptops, phones, and visual presentations that involve the use of text or words. 4. Visual Communication This form of communication involves the visual display of information, wherein the message is understood or expressed with the help of visual aids. For example, topography, photography, signs, symbols, maps, colors, posters, banners and designs help the viewer understand the message visually. Movies and plays, television shows and video clips are all electronic form of visual communication. Visual communication also involves the transfer of information in the form of text, which is received through an electronic medium such as a computer, phone, etc. Icons and emoticons are a form of visual communication. When these icons are used in a public place, phone or computer, they instruct the user about their meaning and usage. One of AECC2_SSC_SD 6|Page the greatest examples of visual communication is the internet, which communicates with the masses using a combination of text, design, links, images, and color. All of these visual features require us to view the screen in order to understand the message being conveyed. Media communication is developing at a meteoric rate in order to ensure clarity and to eliminate any ambiguity. The aforementioned four types of communication have played a vital role and continue to do so, in bridging the gap between people, commerce, education, health care, and entertainment. Types of communication: Intra-personal Communication — is the kind of communication that occurs within us. It involves thoughts, feelings, and the way we look at ourselves. Because intra-personal communication is centered in the self, you are the only sender-receiver. The message is made up of your thoughts and feelings. The channel is your brain, which processes what you are thinking and feeling. There is feedback in the sense that you talk to yourself, or discard certain ideas and replace them with others. Even though you are not directly communicating with others in intra-personal communication, the people and the experiences you have had determine how you “talk” to yourself. For example, if you had a good day, you are likely to look at your-self in a positive way. If a teacher was disappointed with your work, or if you had a fight with a fellow student, you are likely to focus more on your depression or anger. You can never look at yourself without being influenced by the relationships you have with others. Interpersonal Communication occurs when we communicate on a one-to- one basis— usually in an informal, unstructured setting. This kind of communication occurs mostly between two people, though it may include more than two. Interpersonal communication uses all the elements of the communication process. In a conversation between friends, for example, each brings his or her back ground and experience to the conversation. Outing the conversation each function as a sender - receiver. Their message consists of both verbal and non-verbal symbols. The channels they use the most are sight and sound. Because interpersonal communication is between two (or a few) people, it offers the greatest opportunity for feedback. Psychological noise is likely to be minimal because each person can see whether the other is distracted. The persons involved in the conversation have many chances to check that the message is being perceived correctly. Interpersonal communication usually takes place in informal and comfortable settings. AECC2_SSC_SD 7|Page Small-Group Communication Small - group communication occurs when a small number of people meet to solve a problem. The group must be small enough so that each member in the group has a chance to interact with all of the other members. Because small groups are made up of several senders-receivers, the communication process is more complicated than in interpersonal communication. With so many more people sending messages, there are more chances for confusion. Messages are also more structured in small groups use the same channels as interpersonal communication, however, and there is also a good deal of opportunity for feedback. In view of their problem - solving nature, small groups usually meet in a more formal setting than people involved in interpersonal communication. Public Communication- In public communication the sender-receiver (the speaker) sends a message (the speech) to an audience. The speaker usually delivers a highly structured message, using the same channels as in interpersonal and small-group communication. In public communication, however, the channels are more exaggerated than in interpersonal communication. The voice is louder and the gestures are more expansive because the audience is bigger. The speaker might also use additional visual channels such as slides, flip charts, and so on. Generally, the opportunity for verbal feedback in public communication is limited. The audience members may have a chance to ask questions at the end of the speech, but usually they are not free to address the speaker as he or she is talking. However, they can send nonverbal feedback. If they like what the speaker is saying, they may interrupt the speech with applause. If they like what the speaker is saying, they may interrupt the speech with applause. If they dislike it, they may move around a lot of simply stop paying attention. In most public communication the setting is formal. LANGUAGE OF COMMUNICATION Syllabus: 1. Language of Communication: Verbal and Non-verbal (Spoken and Written) Personal, Social and Business Barriers and Strategies Intra-personal, Inter-personal and Group communication AECC2_SSC_SD 8|Page Verbal communication The word verbal comes from the Latin word for word – verbum. Meanwhile, the word communication comes from the Latin word for to share – communicare. So, it follows from this that verbal communication means sharing things by means of words. What is shared here can vary: it might be information, feelings, thoughts, support and memories. You name it, you can share it using your verbal communication skills! Verbal communication can be taken to mean many different things. However, one thing is always clear: words must always be involved in verbal communication. Words have been used for centuries as carriers of meaning. And, though we may communicate in a variety of different languages, if we are using words, we can define our communication style as verbal communication. Sometimes verbal communication is contrasted with written communication. However, strictly speaking, both types of communication use words and thus both are verbal. It may be argued that one key part of the definition of verbal communication is that this is a type of communication that happens between several people. We can communicate verbally with one other person, or with a group of people – but can we verbally communicate just with ourselves? The word communication comes from a Latin root which means to share. And so, it is clear that communication essentially involves sharing things with other people. Importance of verbal communication: There are so many ways in which verbal communication is important. For example: 1. Keeping each other informed: we can use verbal communication to useful and important information. 2. Asking for help and support: communicating verbally about our problems is the first step to solving them. 3. Making friends: communicating with others can be the start of a good friendship. 4. Expressing ourselves creatively: verbal communication can be the means for expressing our imagination. 5. Sharing emotions: we can share emotions as well as factual information with our verbal communication skills. AECC2_SSC_SD 9|Page Types of verbal communication: 1. Speaking face to face: here, our words are combined with our gestures, facial expressions and tone of voice to give a full communication package. 2. Speaking on the phone: communicating verbally on the phone is an excellent way to reach people far away. 3. Video-chat services: the wonders of the internet have enabled us to communicate verbally with people everywhere and to stay in touch with our loved ones across the globe. 4. Writing a letter: old fashioned letter writing is an art that will never die. 5. Giving a lecture: this is a key example of the utility of verbal communication in an academic context. 6. Making announcements: those handy announcements over the tannoy at supermarkets or train stations are key examples of verbal communication. 7. Leaving a voice mail: sometimes, we can record our verbal communications for our friends, family and colleagues to pick up later. Examples of verbal communication To make things clearer, here are some examples of situations in which people communicate verbally. 1. Two people smile at each other at a party. They want to get to know each other so they start chatting. This is an example of informal verbal communication, though no doubt both people will try to be polite to each other. 2. Someone is going to be late for work, so they phone their boss to let them know. Here, verbal communication is likely to be relatively formal and polite – and it may well be apologetic as well. 3. Someone is having a hard time in their life, so they call round to a friend’s house to talk it through face to face. Here, emotions are being shared by means of verbal communication. People often prefer to talk face to face with this kind of verbal communication rather than over the phone because there is something warm and comforting about being in the caring presence of another human being. 4. A lecturer in a lecture hall explains a topic to their students using just the power of their voice. Here, verbal communication is being used in order to share information. 5. An opera singer sings a song, giving feeling to the words with the beauty of their voice and vocal range. In this example, we see how it is the quality of the voice that can often give additional depth and meaning to the words when verbal communication is taking place. AECC2_SSC_SD 10 | P a g e 6. A teacher interacts with children in their class, explaining topics in various different ways until everyone understands. This is another example in which verbal communication has a key goal – educating people. 7. Someone purchases a new product and does not know how to use it, so they call the customer support line for some verbal advice. Information is being asked for and given in this scenario – hopefully at least. 8. A group of colleagues meet in a board room to share information about their company’s finances. This is another example of formal verbal communication, where information is shared in a formalized context. 9. Someone spots a thief breaking in to a nearby shops and calls the police with the time and location of the crime. Here, verbal communication needs to be concise, accurate and informative. 10. Two people getting married recite their vows to each other as part of the ceremony. This is a very interesting example of verbal communication as it demonstrates the power of verbal communication to make things happen. Here, the couple’s words play a powerful part in actually making them into a married couple in the eyes of the law. Conclusion Verbal communication is, in many ways, very much part of the fabric of any society. Do you like to communicate verbally? If so, are there any ways in which you might improve your verbal communication skills to make them even better than they are now? One thing that it is important to remember, for example, is that verbal communication is just as much about listening to the words that are used by the people we are speaking to as it is about speaking, writing, or generally using words ourselves. To communicate means to share information, thoughts, or feelings. It can be said that there are two main types of communication: verbal, and non-verbal. Non-verbal Communication: It includes those aspects of communication, such as gestures and facial expressions, that do not involve verbal communication but which may include nonverbal aspects of speech itself (accent, tone of voice, speed of speaking etc.) Types of Nonverbal Communication Eye contact Facial expressions Gestures AECC2_SSC_SD 11 | P a g e Posture and body orientation. Body Language Space and Distance Proximity Para-linguistic Humour Touch Silence Personal Appearance Symbol Visual Communication Non-verbal communication is done through eye contact, hand movement, touch, facial expressions, bodily postures and non-lexical components, etc. At times, silence is said to the best form of non-verbal communication. Types of non-verbal communication: 1. The face and its expressions: smiling, nodding, raising eyebrows and so on have long been very important ways of communicating. Without saying a word, we can speak volumes with a glance at our interlocutor. 2. Movement of Hands: the first treatise on hand gestures was probably that written by the physician John Bulwer in the mid seventeenth century. Bulwer demonstrated that the hands can express so many different things, from prayers to commands – all without the need for words. 3. Dancing: when we dance, we can express so many different emotions. From passion to religious devotion, dancing either alone, with another person as part of a couple or in a synchronized group, can communicate so much. Dancing is something that many of us engage in from childhood and it becomes an important way of socializing and expressing ourselves at the same time. 4. Body language – bodily movement and postures: body language is a language all of its own. Our posture, and the way that we lean forward or back or cross or uncross our legs can speak volumes about us. Very often, we are not even aware that we are communication our thoughts via our body language. That is the reason why, in job interviews and other situations in which we are under scrutiny, it is a good idea to pay attention to our body language. For example, leaning forward can be a sign of positivity, whilst sitting with our arms folded can make us look closed off – as if we have something to hide. 5. Paralinguistic and non-lexical noises: para means beside and linguistic means language. So, paralinguistic noises are noises that occur alongside language, such as laughter, sighs AECC2_SSC_SD 12 | P a g e and groans. These are very important ways of communicating and very often they can be viewed as more authentic than words. For example, laughing at a joke is generally seen to be a more authentic way of appreciating that joke than simply stating to the person who has told the joke that we think that their joke is funny. 6. Clothing: what we wear can often communicate things. For example, if we dress up in academic robes, it is clear that we want to communicate to everyone who sees us that we have attained a certain level of academic achievement. We should never judge people by what they wear – however, some types of official garments (such as a judge’s wig, a scholar’s gown or a soldier’s medal) are designed to communicate something about the wearer. 7. Silence: You may have heard of the phrase, ‘the sound of silence’. Sometimes, staying silent can communicate much more than words can. Silence can be powerful, sad, happy or it can simply communicate to others that we do not want to engage with them. Good communicators are able to listen, and to use comfortable silences, to connect with other people. There is no need to think that communication is all about words! Conclusion Learning to communicate well with other people is so important, and it is something that it can take an entire lifetime to perfect. However, misreading people’s communications can be disastrous. We all want to be better friends, partners and family members, and better colleagues and citizens too. If we want to achieve this, then we need to be able to communicate effectively with other people in all contexts – formal, informal and spontaneous. Personal communication: Personal communications may be private letters, memos, emails, personal interviews or telephone conversations. Personal communications are only cited in text and not included in the reference list, as the information is unable to be retrieved by others. Social Communication: Social communication is a set of verbal and nonverbal skills that one utilizes in order to navigate relationships in work, life, and academia. Nature of Social Communication: KEEP IN MIND AECC2_SSC_SD  13 | P a g e Using language for a range of functions, e.g., to provide information; to question; to negotiate; to suggest; to clarify. Conversational skills, e.g., starting and finishing conversations; maintaining a topic of conversation; taking turns in a conversation. Understanding shared and assumed knowledge, i.e., how much information the listener needs to understand. Understanding and using non-verbal communication skills, e.g., eye contact, facial expression, gesture, proximity and distance. Understanding implied meaning Even people with good communication skills can fail to communicate well in a social environment. Potential problems in their social communication can include: KEEP IN MIND: Confusing communication. Giving too little or too much information. Repetitive communication. Speaking out of the box. Talking too slowly. Social Communication Skills: Social communication includes three major skills: Using language for different reasons, such as: Greeting. Saying "hello" or "goodbye." Informing. "I'm going to get a cookie." Demanding. "Give me a cookie right now." Promising. "I'm going to get you a cookie." Requesting. "I want a cookie, please." Changing language for the listener or situation, such as: Talking differently to a baby than to an adult. Giving more information to someone who does not know the topic. Knowing to skip some details when someone already knows the topic. AECC2_SSC_SD 14 | P a g e Talking differently in a classroom than on a playground. Following rules for conversations and storytelling, such as: Taking turns when you talk. Letting others know the topic when you start talking. Staying on topic. Trying another way of saying what you mean when someone did not understand you. Using gestures and body language, like pointing or shrugging. Knowing how close to stand to someone when talking. Using facial expressions and eye contact. These rules may be different if you come from another culture. Social communication skills refer to all of the skills we need when using language to communicate and engage in conversations with other. Social communication encompasses the following skills: Social communication skills refer to all of the skills we need when using language to communicate and engage in conversations with other. Problems with Social Communication: A person with social communication problems may: Say the wrong thing or act the wrong way when talking. He may laugh at the wrong time or start talking about something else. Tell stories that do not make sense. Use language in limited ways. She may not say hello, goodbye, or thank you. She may yell instead of asking for what she wants. Children may break some of these rules as they learn. If your child has a lot of problems with these rules, he may have a social communication disorder. He may also have other speech or language problems. He may have trouble talking with others or making friends. A speech-language pathologist, or SLP, helps people with social communication problems. The SLP can test speech and language skills. The SLP can then help your child learn how to use language with different people and in different situations. Social Communication Tips: Skill: Using Language for Different Reasons Ask questions or make suggestions to help the person use language in different ways. AECC2_SSC_SD 15 | P a g e What You Want Your Child to Suggested Question or Comment Do Comment "What did you do?" "Tell me about..." Request "Tell your friend you want to..." "What do you want?" Question "Ask me..." Use everyday situations. Give your child chances to practice good social communication during the day. For example, practice staying on topic by talking about school. Have your child ask others what they want to eat for dinner to practice asking questions. Let your child ask for what they need to finish a project. Skill: Changing Language for the Listener or Situation Role-play conversations: Pretend to talk to different people in different situations. For example, have your child explain the rules of a game to different people. Show her how she should talk to a child or an adult. Or, how she would talk to a family member or a stranger. Practice messages: Ask your child what he would say if he wanted something. Talk about different ways to present a message, such as being: Polite or impolite. He could say, "Please may I go to the party?" or, "You better let me go." Indirect or direct. He could say, "That music is loud," or, "Turn off the music." Discuss why people might be more willing to do something if they are asked in a different way. Skill: Conversation and Storytelling Say something about the topic of conversation before talking about it. This may help your child stay on topic and change topics more easily. Get her to talk more about a topic by asking questions or adding information. Use visual cues such as pictures or objects to help tell a story in the right order. Practice rephrasing when someone does not understand what the person means. Ask questions like, "Did you mean...?" Show how nonverbal cues are important to communication. For example, look at pictures of faces, and talk about how the person might feel. Talk about what it means when a person’s face doesn’t match what they say. This may happen when someone smiles as they say, "Get out!’’ AECC2_SSC_SD 16 | P a g e Social media: Social media technologies take on many different forms including magazines, Internet, forums, weblogs, social blogs, microblogging, wikis, podcasts, photographs or pictures, video, rating and social bookmarking. By applying a set of theories in the field of media research (social presence, media richness) and social processes (self-presentation, self-disclosure) Kaplan and Haenlein created a classification scheme for different social media types in their Business Horizons article published in 2010. According to Kaplan and Haenlein there are six different types of social media: collaborative projects (e.g., Wikipedia), blogs and microblogs (e.g., Twitter), content communities (e.g., YouTube), social networking sites (e.g., Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g., Second Life). Technologies include: blogs, picture- sharing, vlogs, wall-postings, email, instant messaging, music- sharing, crowdsourcing and voice over IP, to name a few. Many of these social media services can be integrated via social network aggregation platforms. Social media network websites include sites like Facebook, Twitter, Bebo and MySpace. The honeycomb framework defines how social media services focus on some or all of seven functional building blocks (identity, conversations, sharing, presence, relationships, reputation, and groups). These building blocks help understand the engagement needs of the social media audience. For instance, LinkedIn users care mostly about identity, reputation and relationships, whereas YouTube’s primary building blocks are sharing, conversations, groups and reputation. Many companies build their own social containers that attempt to link the seven functional building blocks around their brands. These are private communities that engage people around a narrower theme, as in around a particular brand, vocation or hobby, than social media containers such as Google+ or Facebook. Business Communication: Business communication is information sharing between people within and outside an organization that is performed for the commercial benefit of the organization. It can also be defined as relaying of information within a business by its people. Business communication (or simply "communication," in a business context) encompasses topics such as marketing, brand management, customer relations, consumer behavior, advertising, public relations, corporate communication, community engagement, reputation management, interpersonal communication, employee engagement, and event management. It is closely related to the fields of professional communication and technical communication. Features of Business communication: Formality AECC2_SSC_SD 17 | P a g e One of the first differences in business communication is that it is much more formal than social communication. Using polite terms such as "ma'am" and "sir," as well as common sense words like "please" and "thank you" are absolutely necessary. Avoid slang terms whenever possible, and conversation fillers such as "like," and "you know." This may make you sound unprofessional and less confident in the thoughts that you are expressing. Speed Business communications often need to happen much faster than social ones. While it may be fine to get back to your friend about weekend plans in a few days, your boss may not want to wait that long for a project status update. If you delay your response, a friend may just assume you are busy or not interested. In business, a reply that is not prompt can be misconstrued as professional apathy or disrespect. Hierarchy Hierarchy is important in business communications, whereas it may have less significance socially. If you're emailing your friends, for instance, they may not care which names go first in the address box. In a business setting, however, always put the name of the highest-ranking official first, then the next highest- ranking official, and continue down the line. Doing otherwise can be viewed as failing to display the proper deference to superiors. Some business communication hierarchies are reversed: for instance, if you have a problem or issue at work, always attempt to address it with the lowest-ranking person first and work your way up. Higher-ups often don't want to be bothered with problems that can be solved at a lower level. Polish Mistakes in spelling, grammar, and punctuation are acceptable in social communication. This is not the case in business settings. Failure to pay attention to these details may be viewed as sloppy and can cause a bad impression. Always read over work that you are presenting to others, from complex reports to simple emails. Communication Barriers Communication Barriers: There are many reasons why interpersonal communications may fail. In many communications, the message may not be received exactly the way the sender intended and hence it is important that the communicator seeks feedback to check that their message is clearly understood. The skills of Active Listening, Clarification and Reflection, which we will discuss AECC2_SSC_SD 18 | P a g e shortly, may help but the skilled communicator also needs to be aware of the barriers to effective communication. There exist many barriers to communication and these may occur at any stage in the communication process. Barriers may lead to your message becoming distorted and you therefore risk wasting both time and/or money by causing confusion and misunderstanding. Effective communication involves overcoming these barriers and conveying a clear message. Some common barriers to effective communication include: KEEP IN MIND: The use of jargon. Over-complicated or unfamiliar terms. Emotional barriers and taboos. Lack of attention, interest, distractions, or irrelevance to the receiver. Differences in perception and viewpoint. Physical disabilities such as hearing problems or speech difficulties. Physical barriers to non-verbal communication. Language differences and the difficulty in understanding unfamiliar accents. Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions. Cultural differences. The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different social settings. A skilled communicator must be aware of these barriers and try to reduce their impact by continually checking understanding and by offering appropriate feedback. Barriers to Communication by Category: Language Barriers Clearly, language and linguistic ability may act as a barrier to communication. However, even when communicating in the same language, the terminology used in a message may act as a barrier if AECC2_SSC_SD 19 | P a g e it is not fully understood by the receiver(s). For example, a message that includes a lot of specialist jargon and abbreviations will not be understood by a receiver who is not familiar with the terminology used. As nurses, we are especially prone to making this mistake. We must remember to use language that can be understood by the receiver. Psychological Barriers: The psychological state of the receiver will influence how the message is received. For example, if someone has personal worries and is stressed, they may be preoccupied by personal concerns and not as receptive to the message as if they were not stressed. Stress management is an important personal skill that affects our interpersonal relationships. Anger is another example of a psychological barrier to communication. When we are angry it is easy to say things that we may later regret and also to misinterpret what others are saying. More generally, people with low self-esteem may be less assertive and therefore may not feel comfortable communicating - they may feel shy about saying how they really feel, or read negative sub-texts into messages they hear. Physiological Barriers Physiological barriers may result from the receiver’s physical state. For example, a receiver with reduced hearing may not grasp the entirety of a spoken conversation, especially if there is significant background noise. Physical Barriers An example of a physical barrier to communication is geographic distance between the sender and receiver(s). Communication is generally easier over shorter distances as more communication channels are available and less technology is required. Although modern technology often serves to reduce the impact of physical barriers, the advantages and disadvantages of each communication channel should be understood so that an appropriate channel can be used to overcome the physical barriers. Attitudinal Barriers: Attitudinal barriers are behaviors or perceptions that prevent people from communicating effectively. Attitudinal barriers to communication may result from personality conflicts, poor management, resistance to change, or a lack of motivation. Effective receivers of messages should attempt to overcome their own attitudinal barriers to facilitate effective communication. Strategies to Overcome Barriers: AECC2_SSC_SD 20 | P a g e Most of the above-mentioned barriers can be overcome by the skilled communicator. Obviously, bridging gaps in geography and communicating through disabilities are a topic for a different discussion. Below, we will look at some tools that can be used to bridge barriers in everyday communications. Active Listening Active listening is a skill that can be acquired and developed with practice. However, this skill can be difficult to master and will, therefore, take time and patience. 'Active listening' means, as its name suggests, actively listening. That is fully concentrating on what is being said rather than just ‘hearing’ the message of the speaker. Active listening involves listening with all senses. As well as giving full attention to the speaker, it is important that the ‘active listener’ is also ‘seen’ to be listening - otherwise the speaker may conclude that what they are talking about is uninteresting to the listener. By providing this 'feedback' the person speaking will usually feel more at ease and therefore communicate more easily, openly and honestly. There are both verbal and non-verbal cues that convey active listening. Non-verbal signs include smiling (if appropriate), making eye contact, nodding at appropriate times, and avoiding distractions. Theses non-verbal cues convey the message that you are interested in what the speaker has to say, and that your attention is fully invested. Offering verbal signs of active listening can also be useful. Reflecting on something the speaker has said by asking a clarifying question is a terrific way to do this. Paraphrasing involves finding slightly different words to repeat the main idea of the speaker, and is also great way to show active listening. Use Simple Language It’s important to remember the audience that you’re speaking to, and use language that can be easily understood. Avoid using medical terminology or jargon when speaking to clients and their families. People are often intimidated by such language, and can be afraid to admit that they don’t understand the message being delivered. An important tool to use when speaking is to pause occasionally and ask questions to ensure that your message is being understood as intended. You may also allow the listener to ask questions to clarify any points. Give Constructive Feedback AECC2_SSC_SD 21 | P a g e Remember that feedback was part of the communication chain we looked at on the first page. While the feedback that you give the speaker/sender may occasionally be negative, it is important that it be constructive in nature. The intent of the feedback should be to further the abilities of the speaker. This will strengthen the interpersonal relationship, and enhance future communications. Some basic skills can help you to be a more effective communicator in the classroom. This Teaching Tip explores: barriers to listening and strategies for effective listening; barriers to accurate perception and strategies for accurate perception; and, barriers to effective verbal communication and strategies for effective verbal communication. Barriers to listening Focusing on a personal agenda. When we spend our listening time formulating our next response, we cannot be fully attentive to what the speaker is saying. Experiencing information overload. Too much stimulation or information can make it very difficult to listen with full attention. Try to focus on the relevant information, and the central points that are being conveyed. Criticizing the speaker. Do not be distracted by critical evaluations of the speaker. Focus on what they are saying - the message - rather than the messenger. Getting distracted by emotional noise. We react emotionally to certain words, concepts and ideas, and to a myriad of other cues from speakers (appearance, non-verbal cues such as gestures, etc.). Make a conscious effort to quiet your own emotional reactions so that you can listen properly. Getting distracted by external “noise”. Audible noise may be extremely distracting. Some things can be minimized – e.g., turn down the ringer on your phone, and notifications on your phone or computer while meeting with someone. Other noises may be unavoidable – e.g., construction, other people. Also, there may be figurative “noise” from the external environment, such as distracting or inappropriate decor in a room, or environmental conditions such as the room being too hot or cold. Experiencing physical difficulty. Feeling physically unwell, or experiencing pain can make it very difficult to listen effectively. You may wish to communicate that this is not a good time, and reschedule the discussion. Strategies for active listening The following strategies are intended to promote active listening, or a type of listening with the goal to “develop a clear understanding of the speaker’s concern AECC2_SSC_SD 22 | P a g e and also, to clearly communicate the listener’s interest in the speaker’s message” (McNaughton, Hamlin, McCarthy, Head-Reeves, & Schreiner, 2008, p. 224). Stop. Focus on the other person, their thoughts and feelings. Consciously focus on quieting your own internal commentary, and step away from your own concerns to think about those of the speaker. Give your full attention to the speaker. Look. Pay attention to non-verbal messages, without letting yourself be distracted. Notice body language and non-verbal cues to allow for a richer understanding of the speaker’s point. Remember that active listeners need to communicate to the speaker that they are involved and giving the person unconditional attention. Listen. Listen for the essence of the speaker’s thoughts: details, major ideas and their meanings. Seek an overall understanding of what the speaker is trying to communicate, rather than reacting to the individual words or terms that they use to express themselves. Be empathetic. Imagine how you would feel in their circumstances. Be empathetic to the feelings of the speaker, while maintaining a calm centre within yourself. You need not be drawn into all of their problems or issues, as long as you acknowledge what they are experiencing. Ask questions. Use questions to clarify your understanding, as well as to demonstrate interest in what is being said. Paraphrase. If you don’t have any specific questions to ask, you may choose to repeat back to the speaker, in your own words, what you have taken away, in order to allow the speaker to clarify any points. Barriers to accurate perception Stereotyping and generalizing. Be careful not to hold on to preconceptions about people or things. We often have a tendency to see what we want to see, forming an impression from a small amount of information or one experience, and assuming that to be highly representative of the whole person or situation. Not investing time. Making assumptions and ignoring details or circumstances can lead to misconceptions. When we fail to look in-depth for causes or circumstances, we miss important details, and do not allow for the complexity of the situation. Having a distorted focus. Focusing on the negative aspects of a conversation or a situation is a habit common to many people. Even though we may recognize the positive things, we often give more weight to the negative, allowing one negative comment to overshadow numerous positive ones. AECC2_SSC_SD 23 | P a g e Assuming similar interpretations. Not everyone will draw the same conclusions from a given situation or set of information. Everybody interprets things differently. Make sure to check for other people’s interpretations, and be explicit about your own. Experiencing incongruent cues. As speakers, and as listeners, we are constantly and simultaneously sending cues and receiving them from other people. Try to be consistent with your verbal cues and your body language. Do not say one thing and express something else through your body language. Be aware of how your non-verbal communication relates to your spoken words. If someone else seems to be sending a double message — by saying one thing and expressing something else in their body language — ask for clarification. Strategies for accurate perception Analyze your own perceptions. Question your perceptions and think about how they are formed. Check in with others around you regularly and be aware of assumptions that you are making. Seek additional information and observations. You may just need to ask people if your perceptions are accurate. Work on improving your perception. Increase your awareness of barriers to perception, and which ones you tend towards. Check in with yourself regularly. Seek honest, constructive feedback from others regarding their perceptions of you as a means of increasing your self- awareness. Focus on others. Develop your ability to focus on other people, and understand them better by trying to gather knowledge about them, listening to them actively, and imagining how you would feel in their situation. Barriers to effective verbal communication Lacking clarity. Avoid abstract, overly-formal language, colloquialisms, and jargon, which obscure your message more than they serve to impress people. Using stereotypes and generalizations. Speakers who make unqualified generalizations undermine their own clarity and credibility. Be careful not to get stuck in the habit of using stereotypes or making generalizations about complex systems or situations. Another form of generalization is “polarization” or creating extremes. Try to be sensitive to the complexities of situations, rather than viewing the world in black and white. Jumping to conclusions. Confusing facts with inferences is a common tendency. Do not assume you know the reasons behind events, or that certain facts necessarily have certain implications. Make sure you have all the information you can get, and then speak clearly about the facts versus the meanings or interpretations you attach to those. AECC2_SSC_SD 24 | P a g e Dysfunctional responses. Ignoring or not responding to a comment or question quickly undermines effective communication. Likewise, responding with an irrelevant comment -- one that isn't connected to the topic at hand -- will quash genuine communication. Interrupting others while they are speaking also creates a poor environment for communication. Lacking confidence. Lacking confidence can be a major barrier to effective communication. Shyness, difficulty being assertive, or low self- worth can hinder your ability to make your needs and opinions known. Also, a lack of awareness of your own rights and opportunities in a given situation can prevent you from expressing your needs openly. Strategies for effective verbal communication Focus on the issue, not the person. Try not to take everything personally, and similarly, express your own needs and opinions in terms of the job at hand. Solve problems rather than attempt to control others. For example, rather than ignoring a student who routinely answers questions in class with inappropriate tangents, speak with the student outside of class about how this might disrupt the class and distract other students. Be genuine rather than manipulative. Be yourself, honestly and openly. Be honest with yourself, and focus on working well with the people around you, and acting with integrity. Empathize rather than remain detached. Although professional relationships entail some boundaries when it comes to interaction with colleagues, it is important to demonstrate sensitivity, and to really care about the people you work with. If you don’t care about them, it will be difficult for them to care about you when it comes to working together. Be flexible towards others. Allow for other points of view, and be open to other ways of doing things. Diversity brings creativity and innovation. Value yourself and your own experiences. Be firm about your own rights and needs. Undervaluing yourself encourages others to undervalue you, too. Offer your ideas and expect to be treated well. Use affirming responses. Respond to other in ways that acknowledge their experiences. Thank them for their input. Affirm their right to their feelings, even if you disagree. Ask questions, express positive feeling; and provide positive feedback when you can. AECC2_SSC_SD 25 | P a g e SPEAKING SKILLS Syllabus: 2. Speaking Skills: Monologue Dialogue Group Discussion Effective Communication/ Mis- Communication ▪ Interview ▪ Public Speech Monologue: A monologue is a speech or composition presenting the words or thoughts of a single character. Someone who delivers a monologue is called a monologist. Etymology From the Greek, "speaking alone" Examples and Observations "It was the first day off in a long time, and all of us were trying to get a little rest and relaxation out by the pool at this big, modern hotel that looked something like a prison. If I had to call it anything I would call it a 'pleasure prison.' It was the kind of place you might come to on a package tour out of Bangkok. You'd come down on a chartered bus — and you'd probably not wander off the grounds because of the high barbed-wire fence they have to keep you in and the bandits out. And every so often you would hear shotguns going off as the hotel guards fired at rapid dogs down along the beach on the Gulf of Siam. "But if you really wanted to walk on the beach, all you had to learn to do was pick up a piece of seaweed, shake it in the dog's face and everything would be hunky dory." (Spalding Gray, Swimming to Cambodia. Theatre Communications Group, 2005) KEEP IN MIND: "A monologue is a predominantly verbal presentation given by a single person featuring a collection of ideas, often loosely assembled around one or more themes. Note that it as a strictly verbal presentation; many, though certainly not all, AECC2_SSC_SD 26 | P a g e successful monologuists also employ nonverbal elements to great effect, such as, their use of facial expressions and hand gestures, along with a variety of props and stage devices." (Jay Sankey, Zen and the Art of the Monologue. Routledge, 2000) Dialogue: Dialogue is a communication tool that allows people to understand other viewpoints without pitting themselves against different perspectives. In dialogue, there is no defending of opinions, and no counterpoints. Instead, you let someone talk and present their viewpoint. You let them finish their idea without interrupting or asking questions. You listen to understand, not to defend your own point of view. Your goal is to get in their head, and understand their perspective, not to prove they’re wrong and you’re right. When it’s your turn, you talk and are allowed to finish your thoughts. And here’s the key: when you give your viewpoint, you don’t give your viewpoint relative to theirs. Dialogue is not a back-and- forth discussion, not a debate or rebuttal. It’s a chance to frame a problem collectively by both independently voicing your perspectives on an issue. When should dialogue be used? Dialogue should be used when two parties have framed an issue differently. When individuals or groups have different perspectives and see issues differently, dialogue can be employed as an effective communication tool to help the parties understand each other’s point of view. Only from this common understanding can change and resolution grow. What does dialogue do? Dialogue brings people together who would not naturally sit down together and talk about important issues. It is a process to successfully relate to people who are different from you. Their differences can include gender, religion, work departments, cultures, ethnicity, race, sexual orientation, or age. AECC2_SSC_SD 27 | P a g e DIALOGUE MONOLOGUE AECC2_SSC_SD 28 | P a g e Does dialogue solve problems? Dialoging is not a problem-solving process directly. It is instead a process that builds bridges of understanding between groups that naturally helps to reduce misunderstandings, conflict, and tension and therefore to dissolve problems. What are the signals that a dialogue process is needed? Whenever differences are the root cause of problems in an organization or on a college campus, dialogue may be a helpful process. These problems can be interpersonal, such as misunderstandings, tension, or increased polarization and division or organizational, such as low levels of productivity, high levels of stress, and high rates of turnover. How can you spot opportunities for dialoging before problems arise? Whenever you have the opportunity for people of different backgrounds to interact, dialogue can be a useful tool to help build a foundation of understanding and set guidelines for effective ongoing interaction. Work Groups with different functions and priorities who must work together but know little about the day-to-day activities of the other departments would benefit from the dialoguing process, as would college campuses that have some diversity, but generally little interaction between individuals of different backgrounds. What can you expect from a dialoging process? Dialogue promotes better understanding and more creative cooperation between different people and groups. The process will help to reduce misunderstandings and tensions and help ensure more successful interaction in the future. What are the basic requirements for a dialogue? AECC2_SSC_SD 29 | P a g e Both parties must be willing to engage in the dialogue, trust the process, and agree on a set of guidelines for the process. Because the stakes are high and emotions are often involved, only a skilled and experienced facilitator should be used for the dialogue process. Group Discussions GROUP COMMUNICATION Families, friendship circles, work teams, committees, and sports teams are all examples of groups. Individuals belong to many types of groups. The quality of people's everyday lives depends in important ways on the groups to which they belong. Much of the work and many of the decisions that shape the world depend on the actions that groups take. Groups are important because they influence the way in which people experience and understand the world. The study of group communication helps further the understanding of how groups function in influencing individuals and society. Additionally, the study of groups can lead to innovations in such things as technology, government, and organizational policy. A group is not a crowd or a mob. As with crowds (such as those that gather for sporting events or around the scene of an accident), groups focus their attention on particular matters of interest. A group is not an organization. As with organizations (such as business firms or school districts), a group has rules and expectations that help members accomplish shared goals. Unlike organizations, groups do not develop a bureaucracy to organize members and do not hire managers to enforce the rules. Instead, members of small groups typically know each other, develop informal rules and norms, and monitor each other's behavior. A group is not an interpersonal pairing of two individuals. As with interpersonal relationships (such as those between friends, parents and children, or co-workers), group AECC2_SSC_SD 30 | P a g e members interact with each other and influence each other at a personal level. Groups, however, include at least three people who have a common relationship and develop a sense of mutual belonging that differs from any interpersonal relationship that might exist between any two given members of the group. Because the number of members is just a useful starting point for understanding groups, it is important to understand that a collection becomes a group only when the members (1) share a goal, (2) hold expectations over each other about participating in and belonging to the group, (3) create identities for the group and its members, and (4) influence each other and develop strategies and tactics to control each other and maintain the group. The Importance of Studying Group Communication: Group communication is important because it is through messages that groups make decisions, manage conflict, and build the rapport that is necessary to keep the group going in difficult circumstances. "Leadership" is one of the first, and longest lasting, areas in the study of groups. The goal in this area is to understand what makes leaders effective. If researchers can identify these factors, then it may be possible to develop methods and training from which all groups could benefit. "Decision making" is another dominant area in group communication research. The goal in this area is to understand the factors that influence groups to make good decisions and bad decisions. The hope is that decision-making practice can be improved by figuring out these factors. AECC2_SSC_SD 31 | P a g e "Social influence" refers to how the messages produced by group members affect the conformity (and deviance) of group members. This includes the study of power, conformity, deviance, and leadership. "Group process" refers to the functions that communication plays in groups and to the way in which communication in groups becomes patterned and sequenced over time. There is a great deal of interest in how group process affects group outcomes such as decisions and leadership. These interests include, for example, how computer-mediated communication influences group communication. "Conflict" refers to how group members manage their individual differences within groups and how group members manage their differences with other groups. Group discussion is a new trend that has come up in order to evaluate student personality. A group of participants are made to discuss on a topic or subject for a limited time and then assessed accordingly. It is a chance for you to be more vocal. Keep in mind: Advantages of a group discussion: 1. It helps to shed away the shyness of a candidate and brings his viewpoint amidst all. 2. It stimulates to think in a different, new way. 3. It helps the candidate in understanding his/ her own strengths and weaknesses. 4. It acts as an aid in expansion of the knowledge of the participant. 5. It helps to analyze the social or economic issues more logically. Here is a list of what should be done and what should be avoided at a Group Discussion (GD): Keep in mind: 1. Be as natural as possible. Do not try to be someone you are not. Be yourself. In an attempt to be someone else, your opinions will not be portrayed. AECC2_SSC_SD 32 | P a g e 2. Sit with a straight and confident posture. 3. Be assertive yet humble. You need to stick to your values and beliefs, but learn to respect the values and opinions of others too. 4. Grab the opportunity to speak first, i.e., to start the group discussion with your opinion. It generally leaves a good impression on the evaluator, but take the move only if you have complete knowledge of the subject. 5. Do not repeat a point, or be lengthy or irrelevant. Also intervene, if someone else is going on an irrelevant track. 6. Facilitate contribution from others. Do not just go on and on and on with only your opinionated view. Remember, it is a group discussion. Allow others to speak too. 7. Make an eye contact with all the participants. It creates more room for conversation. Also keep nodding, when others speak, it shows receptivity. 8. Be an active and dynamic participant. The examiner wants to hear you speak. So do put forth your views. 9. Be positive and prepare your thoughts well but do not be over-confident. 10. Think well before you speak. You are being heard and judged upon. 11. When raising an objection to a point kept by another speaker, back it up with a solid reason to get the point across. 12. Use quotes, facts and figures, statements, everyday life examples to express a clear chain of thoughts. Also, it might leave a good impression on the examiner and help you score well. These are some basic yet very vital tips that will help you feel a bit more confident about yourself and make you ready to appear for that group discussion trend. Effective Communication What is effective communication? Effective communication is about more than just exchanging information. It's about understanding the emotion and intentions behind the information. As well as being able to AECC2_SSC_SD 33 | P a g e clearly convey a message, you need to also listen in a way that gains the full meaning of what’s being said and makes the other person feel heard and understood. More than just the words you use, effective communication combines a set of 4 skills: Engaged listening Nonverbal communication Managing stress in the moment Asserting yourself in a respectful way While these are learned skills, communication is more effective when it becomes spontaneous rather than formulaic. A speech that is read, for example, rarely has the same impact as a speech that’s delivered (or appears to be delivered) spontaneously. Of course, it takes time and effort to develop these skills. The more effort and practice you put in, the more instinctive and effective your communication skills will become. What’s stopping you from communicating effectively? Common barriers to effective communication include: Stress and out-of-control emotion. When you’re stressed or emotionally overwhelmed, you’re more likely to misread other people, send confusing or off-putting nonverbal signals, and lapse into unhealthy knee-jerk patterns of behavior. To avoid conflict and misunderstandings, you can learn how to quickly calm down before continuing a conversation. Lack of focus. You can’t communicate effectively when you’re multitasking. If you’re checking your phone, planning what you’re going to say next, or daydreaming you’re almost certain to miss nonverbal cues in the conversation. To communicate effectively, you need to avoid distractions and stay focused. Inconsistent body language. Nonverbal communication should reinforce what is being said, not contradict it. If you say one thing, but your body language says something else, your listener will likely feel you’re being dishonest. For example, you can’t say “yes” while shaking your head no. Negative body language. If you disagree with or dislike what’s being said, you may use negative body language to rebuff the other person’s message, such as crossing your arms, avoiding eye contact, or tapping your feet. You don’t have to agree, or even like what’s being said, but to communicate effectively and not make the other person defensive, it’s important to avoid sending negative signals. AECC2_SSC_SD 34 | P a g e Effective communication skill 1: Become an engaged listener When communicating with others, we often focus on what we should say. However, effective communication is less about talking and more about listening. Listening well means not just understanding the words or the information being communicated, but also understanding the emotions the speaker is trying to communicate. There’s a big difference between engaged listening and simply hearing. When you really listen—when you’re engaged with what’s being said—you’ll hear the subtle intonations in someone’s voice that tell you how that person is feeling and the emotions they’re trying to communicate. When you’re an engaged listener, not only will you better understand the other person, you’ll also make that person feel heard and understood, which can help build a stronger, deeper connection between you. By communicating in this way, you’ll also experience a process that lowers stress and supports physical and emotional well-being. If the person you’re talking to is calm, for example, listening in an engaged way will help to calm you, too. Similarly, if the person is agitated, you can help calm them by listening in an attentive way and making the person feel understood. If your goal is to fully understand and connect with the other person, listening in an engaged way will often come naturally. If it doesn’t, try the following tips. The more you practice them, the more satisfying and rewarding your interactions with others will become. Tips for becoming an engaged listener Focus fully on the speaker. You can’t listen in an engaged way if you’re constantly checking your phone or thinking about something else. You need to stay focused on the moment-to- moment experience in order to pick up the subtle nuances and important nonverbal cues in a conversation. If you find it hard to concentrate on some speakers, try repeating their words over in your head—it’ll reinforce their message and help you stay focused. Favor your right ear. As strange as it sounds, the left side of the brain contains the primary processing centers for both speech comprehension and emotions. Since the left side of the brain is connected to the right side of the body, favoring your right ear can help you better detect the emotional nuances of what someone is saying. Avoid interrupting or trying to redirect the conversation to your concerns by saying something like, “If you think that’s bad, let me tell you what happened to me.” Listening is not the same as waiting for your turn to talk. You can’t concentrate on what someone’s saying if you’re forming what you’re going to say next. Often, the speaker can read your facial expressions and know that your mind’s elsewhere. Show your interest in what's being said. Nod occasionally, smile at the person, and make sure your posture is open and inviting. Encourage the speaker to continue with small verbal comments like “yes” or “uh huh.” AECC2_SSC_SD 35 | P a g e Try to set aside judgment. In order to communicate effectively with someone, you don’t have to like them or agree with their ideas, values, or opinions. However, you do need to set aside your judgment and withhold blame and criticism in order to fully understand them. The most difficult communication, when successfully executed, can often lead to an unlikely connection with someone. Provide feedback. If there seems to be a disconnect, reflect what has been said by paraphrasing. "What I'm hearing is…," or "Sounds like you are saying…," are great ways to reflect back. Don’t simply repeat what the speaker has said verbatim, though—you’ll sound insincere or unintelligent. Instead, express what the speaker’s words mean to you. Ask questions to clarify certain points: "What do you mean when you say..." or "Is this what you mean?" Hear the emotion behind the words It’s the higher frequencies of human speech that impart emotion. You can become more attuned to these frequencies—and thus better able to understand what others are really saying—by exercising the tiny muscles of your middle ear (the smallest in the body). You can do this by singing, playing a wind instrument, or listening to certain types of high-frequency music (a Mozart symphony or violin concerto, for example, rather than low- frequency rock, pop, or hip-hop). Skill 2: Pay attention to nonverbal signals The way you look, listen, move, and react to another person tells them more about how you’re feeling than words alone ever can. Nonverbal communication, or body language, includes facial expressions, body movement and gestures, eye contact, posture, the tone of your voice, and even your muscle tension and breathing. Developing the ability to understand and use nonverbal communication can help you connect with others, express what you really mean, navigate challenging situations, and build better relationships at home and work. You can enhance effective communication by using open body language—arms uncrossed, standing with an open stance or sitting on the edge of your seat, and maintaining eye contact with the person you’re talking to. You can also use body language to emphasize or enhance your verbal message—patting a friend on the back while complimenting him on his success, for example, or pounding your fists to underline your message. Improve how you read nonverbal communication Be aware of individual differences. People from different countries and cultures tend to use different nonverbal communication gestures, so it’s important to take age, culture, religion, gender, and emotional state into account when reading body language signals. An American teen, a grieving widow, and an Asian businessman, for example, are likely to use nonverbal signals differently. AECC2_SSC_SD 36 | P a g e Look at nonverbal communication signals as a group. Don’t read too much into a single gesture or nonverbal cue. Consider all of the nonverbal signals you receive, from eye contact to tone of voice to body language. Anyone can slip up occasionally and let eye contact slip, for example, or briefly cross their arms without meaning to. Consider the signals as a whole to get a better “read” on a person. Improve how you deliver nonverbal communication Use nonverbal signals that match up with your words rather than contradict them. If you say one thing, but your body language says something else, your listener will feel confused or suspect that you’re being dishonest. For example, sitting with your arms crossed and shaking your head doesn’t match words telling the other person that you agree with what they’re saying. Nonverbal Communication: Reading Body Language Adjust your nonverbal signals according to the context. The tone of your voice, for example, should be different when you’re addressing a child than when you’re addressing a group of adults. Similarly, take into account the emotional state and cultural background of the person you’re interacting with. Avoid negative body language. Instead, use body language to convey positive feelings even when you're not actually experiencing them. If you’re nervous about a situation—a job interview, important presentation, or first date, for example—you can use positive body language to signal confidence, even though you’re not feeling it. Instead of tentatively entering a room with your head down, eyes averted, and sliding into a chair, try standing tall with your shoulders back, smiling and maintaining eye contact, and delivering a firm handshake. It will make you feel more self-confident and help to put the other person at ease. Skill 3: Keep stress in check How many times have you felt stressed during a disagreement with your spouse, kids, boss, friends, or coworkers and then said or done something you later regretted? If you can quickly relieve stress and return to a calm state, you’ll not only avoid such regrets, but in many cases, you’ll also help to calm the other person as well. It’s only when you’re in a calm, relaxed state that you'll be able to know whether the situation requires a response, or whether the other person’s signals indicate it would be better to remain silent. AECC2_SSC_SD 37 | P a g e In situations such as a job interview, business presentation, high-pressure meeting, or introduction to a loved one’s family, for example, it’s important to manage your emotions, think on your feet, and effectively communicate under pressure. Communicate effectively by staying calm under pressure Use stalling tactics to give yourself time to think. Ask for a question to be repeated or for clarification of a statement before you respond. Pause to collect your thoughts. Silence isn’t necessarily a bad thing—pausing can make you seem more in control than rushing your response. Make one point and provide an example or supporting piece of information. If your response is too long or you waffle about a number of points, you risk losing the listener’s interest. Follow one point with an example and then gauge the listener’s reaction to tell if you should make a second point. Deliver your words clearly. In many cases, how you say something can be as important as what you say. Speak clearly, maintain an even tone, and make eye contact. Keep your body language relaxed and open. Wrap up with a summary and then stop. Summarize your response and then stop talking, even if it leaves a silence in the room. You don’t have to fill the silence by continuing to talk. Quick stress relief for effective communication When things start to get heated in a conversation, you need something quick and immediate to bring down the emotional intensity. By learning to quickly reduce stress in the moment, you can safely face any strong emotions you’re experiencing, regulate your feelings, and behave appropriately. Recognize when you're becoming stressed. Your body will let you know if you’re stressed as you communicate. Are your muscles or your stomach tight? Are your hands clenched? Is your breath shallow? Are you "forgetting" to breathe? Take a moment to calm down before deciding to continue a conversation or postpone it. Bring your senses to the rescue. The best way to rapidly and reliably relieve stress is through the senses—sight, sound, touch, taste, smell—or movement. For example, you could pop a peppermint in your mouth, squeeze a stress ball in your pocket, take a few deep breaths, clench and relax your muscles, or simply recall a soothing, sensory-rich image. Each person responds differently to sensory input, so you need to find things that are soothing to you. AECC2_SSC_SD 38 | P a g e Quick Stress Relief: Using Your Senses to Alleviate Stress Look for humor in the situation. When used appropriately, humor is a great way to relieve stress when communicating. When you or those around you start taking things too seriously, find a way to lighten the mood by sharing a joke or amusing story. Be willing to compromise. Sometimes, if you can both bend a little, you’ll be able to find a happy middle ground that reduces the stress levels for everyone concerned. If you realize that the other person cares much more about something than you do, compromise may be easier for you and a good investment in the future of the relationship. Agree to disagree, if necessary, and take time away from the situation so everyone can calm down. Go for a stroll outside if possible, or spend a few minutes meditating. Physical movement or finding a quiet place to regain your balance can quickly reduce stress. Skill 4: Assert yourself Direct, assertive expression makes for clear communication and can help boost your self- esteem and decision-making. Being assertive means expressing your thoughts, feelings, and needs in an open and honest way, while standing up for yourself and respecting others. It does NOT mean being hostile, aggressive, or demanding. Effective communication is always about understanding the other person, not about winning an argument or forcing your opinions on others. To improve your assertiveness: Value yourself and your options. They are as important as anyone else's. Know your needs and wants. Learn to express them without infringing on the rights of others Express negative thoughts in a positive way. It's OK to be angry, but you must be respectful as well. Receive feedback positively. Accept compliments graciously, learn from your mistakes, ask for help when needed. Learn to say "no." Know your limits and don't let others take advantage of you. Look for alternatives so everyone feels good about the outcome. Developing assertive communication techniques AECC2_SSC_SD 39 | P a g e Empathetic assertion conveys sensitivity to the other person. First, recognize the other person's situation or feelings, then state your needs or opinion. "I know you've been very busy at work, but I want you to make time for us as well." Escalating assertion can be used when your first attempts are not successful. You become increasingly firm as time progresses, which may include outlining consequences if your needs are not met. For example, "If you don't abide by the contract, I'll be forced to pursue legal action." Practice assertiveness in lower risk situations to start with to help build up your confidence. Or ask friends or family if you can practice assertiveness techniques on them first. Interview skill /communication DO: Arrive in good time. The interview panel may be interviewing a lot of candidates so do not keep them waiting. Dress appropriately. Some organisations, especially technology companies, have a very casual dress code but, for most, a suit will be appropriate interview wear. Remember that you are being judged on the appearance that you present. Act appropriately, which usually means following the interviewer’s lead. If you are offered a hand to shake, then shake it, but don’t offer your own hand if nobody else seems interested. Engage with the interviewers. Smile, make eye contact, and build rapport. Answer the questions that are asked, using relevant examples where at all possible. DO NOT: Be afraid to blow your own trumpet a bit. After all, nobody else is going to blow it for you; however do not lie or exaggerate. If you want the job, be enthusiastic and positive. Be over-familiar or share too much information. For example, the interviewers don’t want to know how you’re going to manage your childcare. What to Expect in the Interview? AECC2_SSC_SD  40 | P a g e How Many Interviewers? The letter inviting you to interview will probably state who will be interviewing you. It’s often three to five people, because that removes any individual bias, so don’t be surprised to walk in and find a roomful of people. One will probably take the lead, and explain who will be asking questions as well as the role of the others. When you’re asked a question, reply to the person who asked the question. The others may intervene, either during or after your answer, in which case you’ll also need to reply to the intervention. Again, reply to that person and not to the group generally. Presentations If you’ve been invited to give a presentation, you will probably be asked to give it immediately after introductions. If there’s a time limit for your presentation then keep to it. If you can’t see the clock in the room, then put your watch on the table in front of you, to make sure that you’re keeping to time. If you’re running short, cut your presentation and move to the conclusion. Types of Questions Interviewers often like to start with an easy ‘ice-breaker’ question, such as ‘What do you do in your current job?” or “Tell us why you applied for this job?” If you’ve done your preparation, you’ll be ready for this. Modern interviews tend to be ‘competence-based’, which means that they focus on your skills, and how you can demonstrate them. So, questions will often be in the form of: Tell us about the time when you… Can you give us an example of a time when you… From your previous experience, how would you deal with a situation like … If you don’t have much work experience, don’t worry. Be prepared to say “Well, I haven’t actually had to do that yet, but this is what I would do in the situation”. If you’re being interviewed for a job where you don’t have much experience in the field, the interviewers will usually try to help by giving you hypothetical questions and asking you how you would approach a problem. They know you don’t have much experience, but they’re trying to give you a chance to show that you can do the job. AECC2_SSC_SD 41 | P a g e The interviewers are not trying to trip you up as a general rule so, if you get a question that you don’t understand, just say so and ask them to expand a bit. There are still interviewers around who believe in the benefits of asking ‘off the wall’ questions like ‘If you were a car, what type would you be?’ and ‘What are your best and worst traits?’ Just humour them! Have a fairly bland and generic reply prepared such as ‘Well, I’m not sure what type of animal/car/bird/whatever I’d be, but I do know that I set myself high standards and am not happy unless I’m working hard!” At The End At the end of the interview, you will probably be asked if you have any questions. It is usually a good idea to ask a few questions about the organisation or role at this point. However, if you really don’t have any questions, perhaps because you spoke to someone from the organisation before the interview and they have answered all your questions, then it’s fine to say so. Do explain that it’s because you spoke to [name] and they were able to answer all your questions ahead of time. It’s also acceptable to ask when the organisation will expect to let people know the outcome of their application. It may also be worth asking if there is anything that they feel that you didn’t address as well as you could have done, or that wasn’t entirely clear. It gives you a second chance if you were a bit nervous and didn’t answer as well as you could have done early on. And Finally Before you leave, thank the interview panel for the chance to attend the interview and say that it was nice to meet them. Smile, gain eye contact and shake hands if appropriate. Always leave a good final impression. You will find out in due course if you were successful. If you were not then it can be a good idea to ask for feedback. You may gain some useful tips and advice to improve your chances at your next interview. Public Speaking AECC2_SSC_SD 42 | P a g e Public speaking is the process and act of speaking or giving a lecture to a group of people in a structured, deliberate manner intended to inform, influence, or entertain a listening audience. Public speaking is commonly understood as face-to-face speaking between individuals and an audience for the purpose of communication. It is closely allied to “presenting”, although the latter is more often associated with commercial activity. Most of the time, public speaking is to persuade the audience. 1. Nervousness Is Normal. Practice and Prepare! All people feel some physiological reactions like pounding hearts and trembling hands. Do not associate these feelings with the sense that you will perform poorly or make a fool of yourself. Some nerves are good. The adrenaline rush that makes you sweat also makes you more alert and ready to give your best performance. The best way to overcome anxiety is to prepare, prepare, and prepare some more. Take the time to go over your notes several times. Once you have become comfortable with the material, practice—a lot. Videotape yourself, or get a friend to critique your performance. 2. Know Your Audience. Your Speech Is About Them, Not You. Before you begin to craft your message, consider who the message is intended for. Learn as much about your listeners as you can. This will help you determine your choice of words, level of information, organization pattern, and motivational statement. 3. Organize Your Material in the Most Effective Manner to Attain Your Purpose. Create the framework for your speech. Write down the topic, general purpose, specific purpose, central idea, and main points. Make sure to grab the audience’s attention in the first 30 seconds. 4. Watch for Feedback and Adapt to It. Keep the focus on the audience. Gauge their reactions, adjust your message, and stay flexible. Delivering a canned speech will guarantee that you lose the attention of or confuse even the most devoted listeners. 5. Let Your Personality Come Through. Be yourself, don’t become a talking head—in any type of communication. You will establish better credibility if your personality shines through, and your audience will trust what you have to say if they can see you as a real person. 6. Use Humor, Tell Stories, and Use Effective Language. Inject a funny anecdote in your presentation, and you will certainly grab your audience’s attention. Audiences generally like a personal touch in a speech. A story can provide that. 7. Don’t Read Unless You Have to. Work from an Outline. Reading from a script or slide fractures the interpersonal connection. By maintaining eye contact with the audience, you keep the focus on yourself and your message. A brief outline can serve to jog your memory and keep you on task. 8. Use Your Voice and Hands Effectively. Omit Nervous Gestures. Nonverbal communication carries most of the message. Good delivery does not call attention to itself, but instead conveys the speaker’s ideas clearly and without distraction. AECC2_SSC_SD 43 | P a g e 9. Grab Attention at the Beginning, and Close with a Dynamic End. Do you enjoy hearing a speech start with “Today I’m going to talk to you about X”? Most people don’t. Instead, use a startling statistic, an interesting anecdote, or concise quotation. Conclude your speech with a summary and a strong statement that your audience is sure to remember. 10. Use Audiovisual Aids Wisely. Too many can break the direct connection to the audience, so use them sparingly. They should enhance or clarify your content, or capture and maintain your audience’s attention. READING AND UNDERSTANDING 3. Reading and Understanding Close Reading Comprehension Summary Paraphrasing Analysis and Interpretation Translation (from Indian language to English and viceversa) Close Reading Features of Close Reading: Read the text slowly at least twice Get the gist of what the text is all about Circle the words that you are not sure about and try to make them out Reread, annotate and underline key vocabulary Use the text to answer questions Gather evidence from the text Share opinion with friends/class mates Try to summarize and answer specific questions AECC2_SSC_SD 44 | P a g e Dig deeper with close reading: 1. Break the surface and get attached to the text 2. Dig deeper and make better understanding with the text 3. Read to get a deep understanding of the text 4. Stop, think and jot down when you find new words, new information. 5. Use thinking marks for favourite part, surprising part, confusing part, important part etc 6. Locate evidence-based terms i.e., because, for instance, according to the text, on page no 9 it says that… so I think., the author puts it like... so, in my opinion Developing a “Map” of Knowledge All knowledge exists in “systems” of meanings, with interrelated primary ideas, secondary ideas, and peripheral ideas. Imagine a series of circles beginning with a small core circle of primary ideas, surrounded by concentric circles of secondary ideas, moving outward to an outer circle of peripheral ideas. The primary ideas, at the core, explain the secondary and peripheral ideas. Whenever we read to acquire knowledge, we should take ownership, first, of the primary ideas, for they are a key to understanding all of the other ideas. Moreover, when we gain an initial understanding of the primary ideas, we can begin to think within the system as a whole. The sooner we begin to think within a system, the sooner the system becomes meaningful to us. Thus, when we understand core historical ideas, we can begin to think historically. When we understand core scientific ideas, we can begin to think scientifically. Core or primary ideas are the key to every system of knowledge. They are the key to truly learning any subject. They are the key to retaining what we learn for lifelong use. We should relate the core ideas we learn within one discipline to core ideas in other systems of knowledge, for knowledge exists not only in a system but also in relation to all other systems of knowledge. To do this, we must learn how to read books for their core ideas and for their system-defining function. Mastering any set of foundational ideas makes it easier to learn other foundational ideas. Learning to think within one system of knowledge helps us learn to think within other systems. AECC2_SSC_SD  45 | P a g e For example, if in studying botany, we learn that all plants have cells, we should connect this idea to the fact that all animals have cells (which we learned in studying biology). We can then begin to consider the similarities and differences between animal and plant cells. Or consider the relation between psychology and sociology. Psychology focuses principally on individual behavior while sociology focuses on group behavior. But one’s individual psychology influences how one relates to group norms, and social groups shape how individuals deal with their perceived life problems and opportunities. By reading for the core ideas in both fields and relating those ideas, we better understand the way in which the psychological and sociological are intertwined in our lives. Reading Comprehension Skills for English Language Learners Examples of comprehension skills that can be taught and applied to all reading situations include: Summarizing Sequencing Inference Comparing and contrasting Drawing conclusions Self-questioning Problem-solving Relating background knowledge Distinguishing between fact and opinion Finding the main idea, important facts, and supporting details Finally, partners can share their questions or summaries with other teams. 1. Getting the main idea Description: The main idea is what the passage is about. In paragraphs, it is often contained in the first sentence. In longer passages, the main idea may be in the title, chapter headings, proposed solutions to problems or in concluding statements. Example: Jupiter is the largest planet in our solar system with a diameter of approximately 142,000km, which is 11 times that of the Earth's diameter. Saturn is the second largest planet with a diameter of 120,00km. Uranus is the third and Neptune the fourth largest planets, with diameters of 51,000km and 49,500km respectively. The Earth and Venus are similar in size with diameters of approximately 13,000km. AECC2_SSC_SD  46 | P a g e The main idea is the relative size of planets in our solar system. 2. Identifying cause and effect. Description: Cause and effect are about how events relate to one another. Words which indicate this are: because, as a result, due to. Example It rained heavily for three days (cause) and as a result the river burst its banks (effect). 3. Identifying fact and opinion Description: Facts can be verified from other sources. Opinions are personal judgements and are often expressed by comparisons (strongest, best) or adjectives (brilliant, untrustworthy). Example: Monet was the founder of French impressionist painting (fact). Monet was the most brilliant artist of his time (opinion). 4. Making inference Description: Information is not clearly stated but is implied by the context. Example: He grabbed his raincoat and umbrella and ran from the house. The inference is that it is raining or it might rain. 5. Comparing and contrasting Description: Comparing focuses on similarities: similarly, likewise, just as, in the same way, AECC2_SSC_SD  47 | P a g e both. Contrasting focuses on differences: on the other hand, however, conversely, yet, nevertheless, although. Note: For both we may need to draw on what we already know. Example: Just as weeds are seen to spring up everywhere in the summer, in the same way trees and plants put on growth spurts. (comparing) In summer, the temperatures are warmer and plants grow rapidly. On the other hand, winter is cold and plants grow more slowly. (contrasting) 6. Sequencing Description: To understand and follow a passage well, the reader needs to know the order in which things happened. Examples of words which indicate sequence are: first, then, finally, at last. Example: First, he raced into the room, frantically searching for his sports shoes. When at last he had found them under the bed, he ran to the car, leapt in and was finally on his way to school. 7. Drawing conclusions The aim is to consider all that has been said and interpret what it is about. This may include a summary statement at the end or the author's point of view throughout a passage. Example: Some people keep injured birds they find in the wild. They take them home, look after them and then keep the birds on as pets. AECC2_SSC_SD 48 | P a g e But is it good for wild birds to be kept in a cage all the time? Once the birds are strong enough, trained wildlife experts recommend that birds raised in the wild be introduced back into their natural habitat. The conclusion is that wild birds live best in their natural environment. How to Summarize and Paraphrase Summarizing is a very important skill in today's fast-paced world. Being able to convey the most important information concisely and accurately, without wasting any time or causing misunderstandings, is a skill that many managers prize in their employees, and many employees appreciate in their managers. Paraphrasing is equally important, as it is often used to check understanding of a task or problem. If you can paraphrase accurately and simply, many misunderstandings can be prevented. Summarizing Summaries omit the detail, and focus on the core, most important points in a longer piece of information. They are top-down, birds-eye views, and are used in all aspects of our lives. When studying, summarizing is important for note taking, for the same reasons as paraphrasing - it helps link new information to existing information, and cements the most important information in our thoughts. Being able to summarize lengthy articles or papers and link them together, provides the best background or base for a research report. By learning how to summarize, we are also training ourselves to recognize important information quickly. This is especially useful and time-saving when skimming articles, papers, or websites for information that required to solve a problem. AECC2_SSC_SD  49 | P a g e In the workplace, being able to summarize can save time, when checking your understanding of a task, describing a problem, preparing reports, or recommending solutions to problems. Meetings run faster, and documents are concise and clear. Advertising is one form that we are exposed to all the time. Only the important (useful) features of a product are noted, usually in very short phrases, designed to catch out attention and desire. We summarize for our families and friends all the time - instead of explaining every single detail of a trip recently taken or a movie recently seen, we choose to explain only the highlights. Or when giving directions, we explain only the most important decision points (not every street lamp or graffitied wall). Or even when we write notes for our parents to follow, so they