How well can you draw?How well do you

listen and communicate?

LEARNING FROM LINCOLN

Chapter 2 – Communicating Ideas Effectively with Precise and Straightforward Language

Effective CommunicationCrisp & Concise

language

Everyday Language

Communication Media

Feedback

Listen

Misconception that the very talented depend on innate skills.

Successful experts practiced 10,000 hours over 10years.

Crisp and ConciseLincoln Teacher – Leaders• Brief explanations of

important information• Practiced speeches out

loud• Listened to how the words

sounded • Lifelong desire to improve

HOW?• Shape your vision

Start meetings with positive and inspirational note

• Minimize” administrivia”• Focus on professional

development topics

WHY?- Provides clarity and focus - Builds trust- Shows respect for time - Priorities for staff and student learning

Everyday Language“After hearing the teacher say RTI should provide support for the IEP of this child so

let’s bring that up at the next CST meeting, I felt like I was swimming in

alphabet soupl!”

~ Some Parent

Lincoln Teacher – Leaders• Stories• Anecdotes• Lincoln’s Past

HOW?• Don’t use jargon – this excludes people

× RTI, IEP, CST • Use metaphors• Figurative language

Share a success story Show a short movie clip

WHY?- Emotionally connected with audience (reason and emotion)

- Able to communicate to a wide range of people- Clarity to important ideas

Mastering Communication MediaLincoln Teacher – Leaders• Telegraph

New civil war strategy Read and sent out hundreds day

and night • Newspapers

Wavering support in opinion polls Needed northern and border states

on his side to win war Read everything and responded by

writing letters Wanted to his vision to reach out as

many people as possible

HOW?• Professional learning communities• Print –

Newspapers, Newsletters, School magazines

• Electronic – email, websites (teacher’s online

homework page & tutoring assistance), wiki, blogs , facebook, twitter, renrenwang

• In person Body language Action

WHY?- Allows vision to reach the community - Creates support network

- More likely to achieve the vision

Receiving FeedbackLincoln Teacher – Leaders• Feedback from many sources:

Friends, Politicians Secretary of state, William

Seward Newspapers listened and read criticism

to gauge public standing Wrote letters in response

HOW?• During peer-to-peer

interactions related to teaching and learning

• During supervisory visits• During PD days• On surveys• In informal conversations

WHY?- promotes teamwork - model the role of “leader as learner”- Ownership in the realization of the vision- ability to refine direction & provide a clearer vision

Patient ListeningLincoln Teacher – Leaders• Courtroom Lawyer • Listened to other side• Concealed his viewpoint• Weighed issues from all sides• Developed his own strategy

• Listened to those that opposed expansion and existence of slavery everywhere

HOW?• Let others talk• Analyze the situation

as they are talking

WHY?• Helps resolve issues – more efficient environment• Manages emotions – decreases stress level

• Creates respectful environment

Lincoln’s AdviceWhat is your passion?

It is much easier to lead a cause of which you are passionate.

Practice makes perfectRelevance – connect with audienceSense of humilityTechnologically skilledStop talking and start listeningFollow through

Let’s Practice!Please get into 8 groups of 3 people

Effective CommunicationCrisp & Concise

language

Everyday Language

Communication Media

Feedback

Listen

Scenario 1 Your student, Connor, comes back to the classroom at lunch all bloody and

bruised. He kicks the chair, yells, and swears a blue streak. It turns out that he got beaten up by a bunch of classmates outside at the corner store.

Scenario 2 An angry father stomps into the principal’s office and demands an explanation for

why his son was bullied in front of his classmates yesterday. The student was pushed onto the floor and kicked in the chest.

Scenario 3 You are a teacher-leader who wants to implement an after-school program (any

program you want). How do you get support and involvement from other teachers on staff?

Scenario 4 A student in your class clearly has not met the requirements necessary to be in

your grade level. He is two years behind in your subject area. The student thinks he doesn’t have a high mark because he isn’t the teacher’s pet. The parent is sitting in your office, irate because their child is not passing your subject.