Live Simulation: Case Scenarios

While the individual teaching styles of the team were very different, it became apparent that commonality existed in terms of supporting the growth of our students. After team collaboration, we adopted the following vision statement: “We will provide a classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.”

5. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?

Throughout the weeks our team has recognized the effects and methods to managing the system development within our bookstore. It’s true that the bookstore has endured growing pains of ways to better secure their information as well as the sensitive information of their customers. Our team has analyzed better ways to conduct our business as well as the processing methods that will be improved to meet our needs. By examining our business process we had to identify the functions that were causing problems or raising cost, rising risks or basically wasting time.

Ebony, a university student, finds herself in two classes, each with their own unique atmosphere. Interpersonal Communication comes first and is taught by Professor Gardner, who has been teaching for 20 years. Organizational Communication is her second class, taught by Professor Morgan, who is younger than Professor Gardner. Each professor has a different style of teaching and opinion on how students learn most efficiently. Professor Gardner sets out his expectations, rules of conduct, and strict no-technology policy on the first day of class; he values structure and consistency for his students. Professor Morgan does not present rules for her class; she does not mind if students come in late or leave early, and appreciates the use of technology for the purpose of adapting the learning environment for each student. Professor Morgan values freedom and self-responsibility for her students. Ebony loves Interpersonal Communication, and notices that the students, when provided with structure, tend to thrive, communicate freely, and connect with other students right away. There is a lot of laughter involved, and most everyone knows each other’s names. In Organizational Communication, however, Ebony feels lost and out of touch with the path of the class. She finds that the spontaneity of Professor Morgan is more confusing than helpful; Ebony senses the disconnect between students, as most of them do not know each other’s names. Professor

Cortez) if she thought he would, because she had also met with the parents before, so she knew of him. Come to find out, Mrs. Cortez was the father’s ESOL teacher years ago at Statesboro High School. She knew him better than I thought. During the process on a one on one interview with Luis Nava, my student’s father, Luis and I sat in my conference room at the school where I teach. He showed very much emotion when telling his story. It was a very humbling experience to here and watch someone tell a story first hand or something that I personally, had ever heard on movies. As he continued to talk, I couldn’t help but think of Nathan, (my student, his son) and how I had treated him as teacher. Had I been as welcoming as I could to my classroom? Had I showed understanding when he didn’t seem to understand? Questions began to overwhelm me as I thought of how I present myself as a teacher, educator, and friend to all of my students that are from a different culture than

I learned a lot about communication in week 1 during the instructor’s lecture. It was very valuable to me because I learned about the different styles of communicating in reference to conflict. I myself have used an avoiding style in the past so as not to offend anyone during a disagreement. I enjoyed learning about the different styles and how they relate to our daily lives. e.

Because I am a parent first I will be discussing “How to be Your Child’s Best Advocate” first. I would have really appreciated the teachers letting me know that there were places to go for support and guidance. I feel that as a parent if I would have read this article written by a previous New York elementary school teacher that the experience would have been less stressful and more helpful to all persons involved. McInerney was very realistic about schools not having the resources or proper training. She suggested looking at long-term goals and things to look for in my own child. As a teacher, I will be looking for some of these skills and learning styles in my students. She suggested, gathering information but not stressing the teacher out about gathering information.

My ability to maintain an orderly environment enables students to be engaged in meaningful academic learning setting where high expectations will be met. My ability to provide constant feedback, redirect, and scaffold supports my high academic standards for all Houston ISD students. As an educator, one of my most vitals jobs is work to close the achievement gap. A key to this is setting high expectations for all students. My ability to assume responsibility for moving my students learning forward will ensure that high academic expectations for each student are met. I truly believe that my ability to motivate students, meet the needs of multiple learning styles, and manage a classroom that promotes academic success will support the high academic expectations for all Houston ISD

Here's a hard pill to swallow and a philosophy I have that took me a long time to accept. I don't think most ever get to this point, so I would like to share.

Rendon was discussing a teacher’s class that was in the meeting and reviewing the teachers data, noticed there were many students who had dropped on their last STAR reading test. She informed the teacher that she was concerned and ask her what she could do to help in the classroom. I was shocked that the new teacher wasn’t offended or embarrassed, and accepted the help. I then realized there was a great amount of trust that the teachers had with Mrs. Rendon. The teachers felt supported and understood when Mrs. Rendon asked what the teachers needed, she was genuinely concerned and wanted to help. Research on group processes in schools has shown that leaders who trust and believe in others and model these traits accomplish far more and develop devoted followers (Martin, Danzig, Wright, Flanary, & Brown,

A,B) MSTT and Leslie address her cogntions around helping Lemuel by reaching out to the school. Leslie stated Lemuel is old enough to handle his academic but agreed with MSTT that reaaching out to the school would show the school she is a parent who cared about her son's future. Leslie stated she would reach out to the school to see how Lemuel is doing. We aslo assessed her thoughts on Lemuel while out in the community. Leslie stated she is allowing Lemuel with a lot of freedom because he will be turing 18 soon and needs to be more independent. MSTT encourage her to allow Lemuel the freedom but remain

In 2007 a study conducted by L.L. Charlés, resulted in an analysis on the Jefferson high school incident, this revealed several interactional communication strategies. The communication strategies that Charlés found being used consist of (a) effectively utilizing team process, (b) joining, (c) making sense of behavior in context, (d) utilizing information from the larger system, (e) achieving conversational flexibility, (f) attending to process, (g) taking a ‘‘go slow’’ approach, and (h) using the language of the hostage taker.

Our fist discussion was regarding the video “Planning a Playground”. The group in this video was discussing planning for a playground, what it would cost to put it up and how they could raise the money. I liked how this group communicated effectively an overall worked together. I picked up on some nervousness but that was mainly because they were meeting for the first time. The only issue that I could see off top was at some points some of the members would cut off the member that was speaking. I don’t feel that it was intentional or malicious but to communicate effectively you need to let others speak until their done so that you completely understand what is being said. In most cases this is how things are misunderstood because you only take from the part you hear or stopped them from saying. I identified constructive conflict occurring in this group. Constructive conflict is when behaviors help to build relationships, when you are able to manage your emotions and accept and resolve responses. It’s when you have task-completion,

I believe being aware of my body language will help defuse some emotional distress that my player may still be feeling. I must remember not to have contradicting body language because negative or inconsistent body language can create a defensive atmosphere and this is something I want to avoid. I believe being aware of my body language will help defuse some emotional distress that my player may still be feeling. I want my body language and verbal communication to complement each other. I don’t want this conversation to have a negative impact on my player because he may lose his confidence because he was expressive or he may not want to talk with my again because he may believe I’m unapproachable. I have to communicate what I interpret his action to represent at the time of the incident. Again, I need to inform him that this meeting is solely to rectify his behavior so an incident such as this will not happen again.

The crucial thing to resolve issues with inappropriate interpersonal communication and prevent the negative outcome is to keep an open mind and stay focused. Active listening will allow recognising the speaker’s attitude and understanding his /her point of view. The response should contain empathy and be deprived of any bias or prejudice. In case of major difficulties in trying to resolve the issue, it is recommended to get an advice from a higher source. Various different technics have been proposed and developed to overcome communication barriers such as SOLER technique, British Sign Language, or simply using diagrams and pictures.