Dolch Assessment

Explain why effective communication is important in developing positive relationships with children, young people and adults.

Effective communication is key to developing and then maintaining relationships at all levels of teaching because the pupils have to be able to understand the messages that are being conveyed.

Sanson (2005, p. 3) believes that when it comes to accommodating students with disabilities, scientists, practitioners, and politicians are necessary to the process as a whole and communication between these individuals is essentia.

Explain why effective communication is important in developing positive relationships with children, young people and adults.

Respond to prompts 4a–c below by referring to children’s range of vocabulary development related to the learning segment—What do they know, what are they struggling with, and/or what is new to them?

There are many reasons why people communicate. We communicate to establish a relationship, we start using eye contact, smiles and general greetings such as ‘hello’. Having good relationships as a practitioner is essential because you are always meeting new parents, colleagues and students. Once established it is important to maintain the relationships. If you fail to maintain relationships it can lead to feelings of insecurity and it’s important not to let this happen in your setting. Another

There are a few ways to try and minimize the label of disability placed unjustly on students due to diversity. When compiling individual assessments more extensive background information needs to be gathered pertaining to school attendance, family structure, cultural beliefs, household changes and moves, and medical, developmental, and educational histories (Ralabate, & Klotz, 2007). If there is a possible language barrier then a dual language assessment evaluation should be given. Also included in an individualized comprehensive evaluation is how a student responds to scientific evidence-based interventions.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Good communication is a criterion that sets many students apart in terms of traits. This is useful when building any form of rapport between them and the lecture or tutor. A student that respectfully communicates has also come out as self-motivated and is more likely to get more help from the teacher since their problems are aired out effectively. Students that do not communicate can be misjudged and mistaken for lack of motivation and self-confidence. In addition, students who are good communicators are made, not born (Floyd, 2013).

The communication goal for Alejandra was to verbally identify the “small group, or parts and the large group, or wholes” of a word problem and then provide a reason (explain why) she chose those numbers as small and large groups in the problem. Alejandra has difficulty expressing her thought aloud, so I prompted her to explain her choices verbally as well as with post aide notes. An additional video called “Communication Use (video 2)” demonstrates Alejandra using the communication to participate in the learning task and achieve her learning goal. The communication skill was frequently practiced with Alejandra, through direct instructions, modelling, and guided practice. Revisiting and verbally repeating the components of the communication

In my special education classes such as EDSP 4363, I learned specific information about different disabilities and strategies to help teach students with these disabilities. In the classroom, I worked with one student with special education needs and another student who was being observed for special education services. While working with these students, I could use strategies such as modeling, reviewing vocabulary, and specific skills. For the one student being observed for special education services, I would provide him with tools to assist him in teaching him handwriting skills.

During the interview, the interviewee stated, “as far as a teacher is concerned, really, it’s all about communication (A. Redman, personal communication, August 28, 2015)”. This suggests that communication is an incredibly vital component in her profession. She stated what she has to do to communicate with students, her colleagues, and parents in a professional manner. In addition, the interviewee agreed that she has to talk to different types of people in different ways. This was proven when she quoted, “to begin with, it’s communication in the classroom at all levels of ability of students so that you need to be able to re-explain things in a different way for the person who didn’t understand the way you explained it the first time (A. Redman, personal communication, August 28,

My goal at the beginning of the semester was that I would like to be able too take information in without freaking out immediately if it’s not good news. I have always tried to communicate efficiently because I wanted to have a lot of connections with different people, so when things didn’t go my way I would freak out. This way of trying to think only good was efficient at first, but as time went on throughout this course and the semester, I realized that the way I communicated was not efficient. I was not able to take information that wasn’t beneficial towards me at all, so I was not able to communicate with people the way I wanted to. I knew that there were going to be two surveys in this course, so I tried to really learn and demonstrate skills and theories that were discussed throughout the course, so I could improve this communication issue I was having. After evaluating the five skills that were documented in our survey, I decreased in more skills than I increased, but the skills that I increased in were so significant to me, that my communication skills for my goal actually ended up improving greatly.

To ensure that students are involved in their learning and the teacher can help in their advancement, students must understand the need for honesty, which also contributes to ensure quality personal communication assessment. Stiggins argues that personal communication assessment is “most efficiently when a sound interpersonal relationship exists between [teachers and their students]… the key is trust,” according to him (198). When teachers open themselves to understand, value, and respect the needs of students as well as use open communication with students, then students begin to trust their teachers and use honest in communicating their problems and difficulties in their learning development. For teachers, this means putting themselves on the student’s shoes and empathizing with their difficulties instead of just feeling sorry for them as well as offering students possibilities instead of answers.

There is a significant difference between my perception of communication at the beginning of this course compared to now. Initially, I was aware communication was an important skill people needed to have, but I wasn’t fully aware of the depth of communication. I never realized there were such a variety of behaviors and characteristics that impacted the ability for people to communicate effectively. Once I started completing the self-assessments my perspective was broaden and I gained helpful insight into my own communication strengths and weaknesses. With each self-assessment I truly felt I was getting to know myself better.