Instructional Strategies For Effective Communication

Communicate is essential in health and social care settings because without a good communication to patients, families, colleagues and management is very difficult to deliver good service of care.

Mr. Wray was the first teacher and the only male teacher I observed. The class was a 7th grade Social Studies academy class. Throughout the observation I noticed he really cares about his students. He took his time going over the topic of discussion, and when some of the students couldn’t catch on he stopped to help the individuals. His class was very well behaved. The only time I really noticed any of the students socializing were when Mr. Wray put them in groups to complete a study guide. The second teacher I observed was 6th grade teacher Mrs. Dunn. She was teaching English to her students. She went over verb phrases and helping verbs throughout the class. I noticed whenever she asked questions quite a few of the students participated by answering. Mrs. Dunn had a positive attitude throughout the class period. I felt she truly enjoyed all her students and treated them the same. Even when some of the students didn’t answer questions correctly she didn’t make them feel dumb. She would just tell them good try. I could tell her students really liked her as a teacher also. The last teacher I observed at Westside Junior High was 7th grade Science teacher Mrs. Dugas. This lady came off as a very strict teacher compared to the other two I had observed. Her students were very talkative, which only made her become more annoyed when having to fuss at them. At the beginning of class the students had a bell ringer to complete. On the particular day I went the bell ringer

For my observation, I observed a first to third grade special day class at a public Fresno Unified School District classroom in Fresno, California. When I first entered the classroom all the students, approximately 10 students, were sitting down on the rug in front of the class as the teacher was reading a short story to them. When she finished they would go over their reading assignment.

Communication is primarily an exchange of information, ideas, or thoughts. This paper will focus on the process of verbal and nonverbal communication as well as the components of each. It outline the formal and informal channels of criminal channels. This paper will also list the different barriers to effective communication within a criminal justice organization. Finally it will cover strategies that can be implemented to overcome communication barriers within criminal justice organizations.

At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

For this question I am going to explain strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions.

The class I observe is called World Humanity class. In this class students learn Social Study and Literacy together. There were 25 students in sixth grade, including two special education students under IEP (Individual

Monday, January 29, 2018, was my first day at Saraland High School and it was my first day of observations. Saraland High School is located in Saraland, Alabama where it is a part of the Saraland City Schools School System. Saraland High School has a student population of approximately 1,000 students. The teacher that I will be observing for this semester is Mr. Kendric Cook. Mr. Cook teaches Health to 10th graders. Mr. Cook has been teaching and coaching for 6 years and this is his first year teaching at Saraland. On my first day, I got to observe Mr. Cook and his teaching styles. Mr. Cook told me before he started his lesson that he considers himself to be a non-traditional teacher. He likes to sit at his desk or sit on top of the student desk when he teaches because he really wants to make sure that his students are engaged in the lesson. Mr. Cook told me that when he was in school his health teacher would just sit at his desk and he would not really “teach” and he

Upon shadowing a fourth grade teacher at Deer Ridge Elementary School, I decided to talk with her about the students in her classroom. Mrs. Riley first set the scene of the school for me by stating that it was in the southwest suburban area of Fort Wayne, Indiana, and this particular school was not hurting for money. She then began to explain the different children in her classroom. There were twenty-eight students from a variety of different backgrounds. There were also two students with ADHD. My first thought was, "What exactly is ADHD?" and, "Would these two children stick out from the rest of the students in the classroom?".

While I was home over Spring Break, I went to Boone Central Elementary to observe on Wednesday afternoon from 1:00 to 3:30. I sat in on Mrs. Flinn’s fourth grade classroom. During this time, the students worked on their projects about Native Americans, celebrated a birthday, and finished putting together their commercials about their favorite candy bars. Overall, the time I spent this afternoon was so beneficial. It allowed me to place more of a focus on the behavior management side of a classroom and the supports that are offered.

In year 2006, my daughter was arguing in the house, yelling unnecessarily. As a parent and an educator, I took the opportunity to talk to her and explain how she should behave and stay in good standing with others in the family. She just blasted without any reasons, screaming at me, expressing that she is old enough to take care of herself, she does not need my advice; and she was very furious for no reasons. I tried to tell her that what she was doing was wrong, unnecessary and inappropriate, I am her father and I deserve respect; but she would not listen, she took the phone and called the police regardless. When the police came she told lies that I had assaulted her. In reality, there was no act of violence nor any act of assault at all.

I spent five hours observing a classroom but it felt like spending time in a new world. I observed a first grade classroom at Tatnuck Magnet Elementary School in Worcester, Massachusetts. This was my first opportunity to watch and comprehend a classroom environment with a teacher’s mindset. It was an eye opening experience, I was beginning to see the classroom in components: teaching methods, lesson plans, philosophies, and common core requirements. Listening for how to give directions rather than follow them is just one example of my changed focus while in the classroom. Due to my schedule, I observed the first grade class on three separate days during the morning to afternoon part of the school day. There were roughly fifteen students, a diverse group which included various ethnicities and personalities. I feel that I was lucky in being assigned this class because it was extremely dynamic and I got to witness many activities and strategies in a couple hours. Throughout this observation report I will most likely quote phrases the teacher said as I found them to be key tools when dealing with a situation. For the purpose of maintaining confidentiality in this report, I will change the teacher’s name to Ms. Mallard and also create names for any students mentioned hereafter.

Within nursing, there is a very delicate balance between a nurse and her patient that must be maintained if the patient is to receive the care that he or she is entitled to receive. The patient must feel comfortable trusting his nurse to hear his needs and respond to them appropriately and in order for this to be the case, the nurse must first provide therapeutic communication effective enough to elicit such a response in her patient. There are both verbal and non-verbal components within the nurse-patient relationship. These components greatly influence how a nurse and patient will relate to each other and, ultimately, greatly influence the care that the patient receives.

There were two students using iPads with the volume up loud enough to hear as I entered as well. Three students were riffling through a bucket of plastic letters without being entirely successful in finding the letters they were seeking. Two students were using a drawer of foam letters and word cards to put the letters on the corresponding word. The final student was alone just looking at a book herself. The teacher was going back and forth between the groups who were working with letters trying to assist them in picking the correct letters. She would say the sound while feeling her throat and then tell them the letter they needed and find it for them in the box. She went to the group looking in the tub for letters and found letters for them as well. A cause for concern that we noticed was that she was asking the students to sound out the word “said” as well as having written on the board next to the sight words students were spelling that the vowel team ai =e (meaning short e sound). Mrs. Williams though it necessary to jump in at this point and make a correction since she was teaching something contrary to the curriculum and pointed out that sight words like “said” do not follow the rules of phonics always and need to be taught as a whole word. Also during this brief observation we noticed Mrs. M. having difficulty with the student who was alone. She was not engaging in any work after being asked to join the group and instead took a book and hid