Language Communication Reflection

Communication – use language that easy to understand do not use professional terms that can be difficult to understand.

My first reaction to your essay is this is a legitimate issue. We certainly need to take care of students whose native tongue is not English. I feel the strong suites of the essay are the facts, when I read this I really get a feel for the whole issue and how this program is improving the ELL/ESL student’s education. The only thing that I would of liked to have read about is the inner workings of the Ex.C.E.L. program and how exactly they are helping these students.

During this clinic session, the student clinician was treating a new patient. To begin with, the patient filled out the medical history form. Before starting the treatment, the clinician provided accurate information about the patient assessment procedures and treatment plans, so that the patient could decide about accepting or rejecting the proposed treatment. After that, the clinician carefully went through the medical history form to check if every aspect was covered, and making sure the patient was safe to undergo any dental procedure. Later on, the clinician proceeded to take the vital signs, and we noticed that the patient was in very good health. Furthermore, the privacy terms were explained, and the patient politely agreed to sign them without any hesitation. It was evident that the patient had a positive attitude. This was as a result of effective communication, and making the patient feel both comfortable and safe.

Since I was a child, I have naturally suppressed my emotions. Perhaps it was the way I was raised by my parents or me conforming to societal gender roles as a male, but I have never liked it when people know what I am thinking or feeling. However, as I have grown up and become more aware of my emotional management and intelligence, I started to realize not only the importance of being cognizant of my emotions but also the emotions of others. Therefore, I want to reflect and delve deeper into how I express my emotions and relate to the emotions of my relationship partners, close friends, and family members.

As I was watched my video and looking at my transcripts, I realized that the student to teacher talk ratio was not even. I did most of the talking in my lesson which shocked me. When I was teaching the lesson, I thought I had provided plenty of times for students to discuss and become engaged. I was wrong. In my transcripts, I counted how much I talked in each segment and was surprised with my results. In segment one, I spoke 41 times alone out of 69 transcripts lines. My students talked 28 times. This means my students spoke only 40% and I spoke 60% of the time in segment one. As I broke down the teacher to student talk ratio for the other two segments, student talk decreased. In segment two, I spoke 32 times and students only got 17 times. Out of 49 lines in total, students only got to talk 17 times which means students talked was 35% and teacher talk was 65% of the time. I thought that was bad but, in segment three, I talked 44 times and students only talked ten times. Students only talked 18% of the time and I did 82%. This is shown in the graph shown below.

I was surprised that the majority of our class was distributed in the centre of the bell curve and were ambiverts. To me, a lot of the class display very extroverted qualities and so I assumed that they must be extroverts. I didn’t consider that sometimes the environment or necessity results in the outward projection of one personality type while the opposite may be more accurate. I think this is probably very similar to society in general both the results and my surprise at the results. I don’t think many people realize that there is an in between and varying degrees of that in between and I think that this could be problematic in communication because you may misunderstand someone and their communication style when trying to use attunement and perspective-taking. Because of the nature of this problem, I think the best way to counteract this is to ask questions because often times what is projected is not necessarily the whole or even an accurate representation of the whole picture. Asking what someone needs is almost always better than assuming or projecting your assumptions on someone else.

I generally consider myself to be a kind and open person, but some of the discussion that we’ve had in HLSC 100 have made me realize that there’s a lot more I could be doing to make everyone feel included and safe. The inclusive language discussion opened my eyes to the fact that I am not always as inclusive as I thought. “What’s up guys?” “Hey guys!” “Guys, you gotta see this.” Those are all phrases that I had used almost everyday and never thought about their consequences. I never thought about how using the term “guys” would make someone feel if they did not identify with being anything other than a male. I have used it for such a long time to address my female friends and never thought twice about it. Now when I’m typing in my group chats I try to avoid phrases like “guys,” “girls,” or “boys” unless I know everyone in the chat is comfortable with it. The discussion made me realize that my words could have a negative impact on people without me even thinking it. We also discussed the importance of intent when speaking to others. The class seemed split over whether or not intent matters. Some believed that it was okay to say whatever you wanted, even if it hurts or offends others, if your intent was good. The other part of the class thought that intent does not matter. If what you said offended someone, it is your fault and you have to take responsibility for that person’s feelings, regardless of your intent. I fall into this latter group. As much as I don’t want to take

I was a six year old kid sitting on the floor with numerous other kids my age. We were sitting in a rather large white classroom blanketed in multiple posters of words and the alphabet. It was the first week of first grade and Mrs. Wilson had just begun to go over with the class words that rhyme with each other. CAT! RAT! My classmates and I shouted out examples and felt a little joy in receiving praise from our teacher, as she wrote them on the whiteboard. By the time we had finished we had filled up almost the entire board. Then Mrs. Wilson began to talk about the importance of having an impressive vocabulary, or “knowing a lot of words” as she put it. She told us that learning more words gave us more things to be able to say, and that we would need them for the rest of our lives to communicate our opinion to others. Being the clueless six year old I was, that never crossed my mind but it really stuck with me and made me ponder an idea in my head: if there were no words or literature in our world, there would essentially be nothing. How would workers be able to keep their companies up and running? We would have no understanding between ourselves and others. Language continues to and will always be a required element of communication and everyday lives of humans. My experience in Mrs. Wilson’s class was almost 12 years ago and still I have this image in my mind and remember it like was yesterday. Though it stuck with me over these years, I am unsure of why this particular

When learning a new language, it is always a great idea to interactive with native speakers of that language. This is exactly what I was able to do for the ASL function assignment. As I was completing this assignment, I attended the Halloween Appetizers event and the Holiday Decoration event.

Over the past three and a half months I have been studying communication development and disorders of children and as a future teacher in America, I have learned so much. I have been granted the opportunity to learn about so many different challenges children of the world face from speech and language disorders to Dyslexia and Autism. All of this information has changed my views for the better and will forever change my impression of what makes a good teacher.

Practicing Speech Language Pathologist are constantly looking for effective ways to solve parent concerns. Exploring the best practices a clinician should consider when providing intervention for children who are late talkers is a constant premise for research. Late talkers are characterized as children with limited expressive language abilities at an early age with no other known etiologies (Kouri, 2005). Roughly 15% of children by age 2 show signs of different developmental language impairments (Roberts, Kaiser, Wolfe, Bryant, & Spidalieri, 2014). Hall and Elliman states that a “primary language delay remains one of the most prevalent developmental delays in early childhood, particularly in disadvantaged areas” (as cited in Gibbard & Smith, 2016).

There will be times were the kids were getting restless or acted uninterested in the class and Mrs. Manner will call them by their names and tell them to pay attention, if the behavior was repeated she will say something along the lines of ; “ Mr., this is the second time, I had to call your attention,” and that usually made them stop and listen. When communicating nonverbally, she will open her eyes wide to show appreciation for answering in a correct manner or will narrow her eyes to tell children to control themselves.

“I never teach my pupils, I only attempt to provide the conditions under which they can learn”, a quote from Albert Einstein that resonates profoundly with my teaching philosophy. In optimizing the learning conditions, and thereby facilitating learners’ ongoing language attainment, whether teachers are aware of implementing timely, effective, and systematic interventions, I argue, plays an integral role. Even the seemingly inconspicuous marking codes may profoundly affect learners’ uptake rate. In brief, my research interest concerns the influence of corrective feedback on the advancement of second language learners’ productive skills.

1. I overheard a conversation between a couple, a boy and a girl who I assume are both freshmen. They had gone to highschool together and both came to Syracuse University, they’ve been together for about 2 years - I know this because I was with my friend while this was happening and she peripherally knew the girl in the relationship. In their conversation, the girlfriend complained about how they never see each other anymore, it’s even less than they saw each other in high school even though now they don’t have limitations like curfews and strict school/extracurricular activities to work around. He answered by saying he is very busy with classes and new clubs and it’s hard to find time to spend together. She retorted with the fact that he’s managed to find plenty of time to spend with his new friends, and that their bond should be a stress reliever, not adding more stress to their workloads and the new college environment. I believe that they were really talking about how college has already changed both of them - she clearly wants to continue the relationship and hold on to what they had in high school, whereas he is taking on this whole new world and discovering that there is a life outside of the confines of his hometown. I think that he wants to break up with her, and that’s why he’s only making excuses and defending himself, rather than working to find a solution to the problem. He’s just allowing the distance between him and his girlfriend to run its course until they

Throughout the Oral and Interpersonal Communication course my fellow classmates and I were required to present on a variety of subjects. For the most part, we were adept when it came to our subjects since we had a general understanding of them, but not enough to be considered true expects. Because of this, I found that the 5th guideline Celeste Headlee outlined related closely to my experiences in the class. In this point, Celeste noted that if a person does not have enough experience to answer a question or make a statement authoritatively on a given topic, then they should admit that they are not an expert or pass it on to someone who is. With this in mind, during the persuasive and informational presentation questions were asked that the presenters simply couldn’t answer. Consequently, the presenters understood when they couldn’t give an answer since they no longer had any references to back them up.