Date: Thursday 08/11/2016 Class: Applied Communications Period: 3rd

Standard(s): Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (9-10.L.3)

Objective(s):The students will be able to:Improve communication knowledge, skills, and delivery.

Essential Question(s):1.) What is the importance of having a wide and deep knowledge of communications?2.) Why are communication skills important?

Lesson:

Warm-up: (5 min.)1.) The teacher will put the PowerPoint warm-up.2.) The teacher will give 5 minutes for responses. 3.) The teacher will ask students to discuss their responses with the class.

Activity 1: What is communications? (40 minutes)1.) The teacher will ask the students to answer several questions from the PowerPoint, in

their journals.2.) The teacher will project the questions on the board, one at a time. Give about 5 minutes

for each question.3.) The class will discuss each question as each one is being answered. The class will come

up with a class response to each question.

Activity 2: Introducing On Writing Well Unit (45 minutes)1.) The teacher will ask the students to write in their notebooks a response to the following:

a. What does it mean to be a good writer?b. What does it mean to write well?c. What’s the difference?

2.) The teacher will pass out the calendar for the unit.3.) The teacher will have students go up, one at a time, and sign out a book. The teacher will

inform the students that this book will only be read and activities completed in class, so not to take it home.

4.) The class will begin to read the first 3 chapters in part I together. 5.) The teacher will instruct the students to take notes in their journal, about the most

important ideas being drawn from the chapters, while the class is reading. While they are reading, allow time every few minutes or so for students to take notes. They are not allowed to write in the book, so note time is important.

6.) The class will spend a few minutes to discuss the notes written by the students and will create a collective note page on the board.

7.) The class will read the next 2 chapters.

8.) The teacher will instruct the students to take notes in their journal, about the most important ideas being drawn from the chapters, while the class is reading. While they are reading, allow time every few minutes or so for students to take notes. They are not allowed to write in the book, so note time is important.

9.) The class will spend a few minutes at the end to discuss the notes written by the students and will create a collective note page on the board.

10.) The teacher will have each student, backwards from the highest number, go back to the bookshelf to place their books back.

#1:

Definition

The term communication process refers to the exchange of information (a message) between two or more people.

There are many different models of the interpersonal communication process, but here are some of the key elements:

the sender or communicator (the person who initiates a message) the receiver or interpreter (the person to whom a message is directed) the message (the verbal and/or nonverbal content that must be encoded by the sender and

decoded by the receiver) the channel (the medium by which the message is delivered and received) the context (the setting and situation in which communication takes place) noise (anything that interferes with the accurate expression or reception of a message) feedback (a response from the receiver indicating whether a message has been received in

its intended form)

Put simply, effective communication takes place when a sender's message is fully understood by the receiver.

1. How is communication a process?The communication process is the steps we take in order to successfully communicate. Components of the communication process include a sender, encoding of a message, selecting of a channel of communication, receipt of the message by the receiver and decoding of the message.#2:

Examples and Observations

Sender and Receiver"In the basic interpersonal communication model, the sender, also known as the source,

is the person who initiates the communication process. . . . In a dyadic, or two-person, communication situation, the receiver is the other person involved. In a public speaking or public communication situation, the audience is made up of receivers. The numbers can vary from a few to a few hundred. The speaker may use only his/her voice or may need a public address system. In mass communication, there could be literally hundreds, millions, or even billions of receivers. . . .

"In dyadic communication or public speaking, the channel, or a means of sending or receiving information, is both verbal communication (the spoken word) and nonverbal communication (gestures and one's appearance)."(W. A. Kelly Huff, Public Speaking: A Concise Overview for the Twenty-First Century. Peter Lang, 2008) 

Interaction of Senders and Receivers"Because communication is interaction, participants take turns 'sending' and 'receiving.' This turn-taking is even true for mass-mediated communication, for instance, the process whereby an entertainment program is created, programmed, and aired for an audience's enjoyment. If the audience watches and enjoys the program, it is likely to continue to be aired. If the audience is not amused, the program is canceled. . . .

"Interaction means that both parties--persons or entities--can affect the other. In this way, both parties are senders and receivers. They are also co-persuaders in that they may take turns trying to affect one another by sharing symbols."(Robert L. Heath and Jennings Bryant, Human Communication Theory and Research: Concepts, Contexts, and Challenges, 2nd ed. Lawrence Erlbaum, 2000) 

Context in the Communication Process"Context refers to the idea that every act of communication must happen in some sort of surroundings. . . . Most obviously there is the physical context--whether we are talkiing to someone in our living room or on the terraces at a football match. But then there is the social context, which is to do with the occasion involved and the people in it. This might be a group of friends in a club or a family meal or a group of mourners at a funeral. And then there is the cultural context, which refers to an even broader set of circumstances and beliefs, which still may affect how we talk. For example, it would matter if the funeral was in a Hindu or an Anglican context. It is particularly important to see that the media are part of the cultural context in which we operate. How we talk, what we talk about, what music we listen to, has a lot to do with the influence of the cultural context of the media."(Richard Dimbleby and Graeme Burton, More Than Words: An Introduction to Communication, 3rd ed. Routledge, 1998) 

Noise in the Communication Process"Noise is anything that disrupts or interferes with the communication process. Noise can be physical or psychological, it can disrupt the communication process at any point, and it can be associated with any element in the system."(Sandra D. Collins, Interpersonal Communication: Listening and Responding, 2nd ed.

South-Western, 2009) 

Feedback in the Communication Process"Feedback is the final link in the chain of the communication process. After receiving a message, the receiver responds in some way and signals that response to the sender. The signal may take the form of a spoken comment, a long sigh, a written message, a smile or some other action. Even a lack of response, is in a sense, a form of response. Without feedback, the sender cannot confirm that the receiver has interpreted the message correctly. Feedback is a key component in the communication process because it allows the sender to evaluate the effectiveness of the message . . . [and] take corrective action to clarify a misunderstood message."(Sathya Swaroop Debasish and Bhagaban Das, Business Communication. PHI Learning, 2009) 

Co-orientation in the Communication Process"An interesting manifestation of the attention paid to the receiver in the study of the communication process is the concept of 'co-orientation,' which has become popular in the United States recently. The idea behind this concept is that two persons can have similar perceptions and interpretations of the same object, and the greater the similarity (co-orientation), the more efficient will be the flow of communication between the persons. Conversely, an intense flow of communication may increase co-orientation."(Juan Diaz Bordenave, "Communication Theory and Rural Development." Communication for Social Change Anthology, ed. by Alfonso Gumucio Dagron and Thomas Tufte. CFSC Consortium, 2006) 

#3:

Verbal communication is the act of expressing your thoughts with words. Verbal communication is generally defined as spoken language. Tone, enunciation, pauses, loudness, emphasis, word choice, these can all be used while speaking to enhance the spoken word. Examples of this type of verbal communication: speeches, face-to-face discussions, telephone conversations, voicemail, television, radio, recorded books and seminars, videos. Speakers using sign language would be considered to be using a form of verbal communication. In a broader sense verbal communication would also include the written word. That may include letters, faxes, emails, books, newspapers, magazines, articles, hand written notes, announcements. However, in certain areas, especially law, there would be a considerable difference between spoken and written communication.

Non-verbal communication would include gestures, noises, body language, actions.

Example #1Tina is asking her supervisor for a raise, he looks at his watch, she interprets that nonverbal gesture as a signal he doesn’t want to discuss the subject and begins to get up.

Tina’s supervisor looks at his watch to make sure he has enough time to discuss with Tina what a raise would entail for her. He’s glad she had the gumption to ask for the raise, he needs to let her know that the raise will be part of a promotion. He’ll let her know that the new job has added responsibilities and needs confirmation from Tina that she’s up to it.

He’s surprised Tina is about to get up and leave, he wonders what’s wrong.

Example #2Bob is getting ready to go to lunch, he picks up a trade magazine to read while eating lunch and heads for the exit. He runs into a group of his co-workers who are on the hallway chatting with each other.

They look at each other, without saying a word. Some of them say hi to him.

Bob thinks they are all going out to lunch together... without him. He figures he just caught them planning to leave for lunch without inviting him to join them. He concludes that’s why they looked at each other knowingly.

What Bob doesn’t know is that his co-workers had just been talking about him. They had been concerned about Bob just hurrying out at lunch time by himself all the time. They had noticed he stopped going out to lunch with them and seemed to be preoccupied with something at all times. They were worried about him.

Example #3Tom is asking his supervisor Frank for a raise, his supervisor looks at his watch. Tom interprets that gesture as a signal that Frank doesn’t want to talk about a raise at this time. Tom decides to test his suspicions. He asks his boss: Would you rather talk at another time, do you have to leave now?

Tom’s supervisor looks surprised: “Why? No, Tom, I don’t have to leave now, we can discuss your request”

Frank wonders why Tom asked him if he needed to leave now. Frank realizes that he was looking at his watch absentmindedly and was caught by Tom doing it.

Frank would rather not have this conversation today, he needs to let Tom know that his performance hasn’t been up to par this year, so he’s not slated for a raise. Frank is dreading this conversation with Tom.

Notice how Tom interpreted Frank's gesture correctly and that Frank gave him a verbal message that contradicted his nonverbal behavior. When this happens, the nonverbal behavior is likely to convey the true message, as in the example above.

#4:

Pay Attention to Nonverbal Signals

David Lees / Taxi / Getty Images

People can communicate information in numerous ways, so pay attention to things like eye contact, gestures, posture, body movements, and tone of voice. All of these signals can convey important information that is not put into words.

By paying closer attention to other people's unspoken behaviors, you will improve your own ability to communicate nonverbally.

2 Look for Incongruent Behaviors

Sam Edwards / Caiaimage / Getty Images

If someone's words do not match their nonverbal behaviors, you should pay careful attention. For example, someone might tell you they are happy while frowning and staring at the ground.

Research has shown that when words fail to match up with nonverbal signals, people tend to ignore what has been said and focus instead on unspoken expressions of moods, thoughts, and emotions. So when someone says one thing, but his or her body language seems to suggest something else, it pays to pay extra attention to those subtle nonverbal cues. 

3 Concentrate on Your Tone of Voice When Speaking

Seb Oliver / Cultura / Getty Images

Your tone of voice can convey a wealth of information, ranging from enthusiasm to disinterest to anger. Start noticing how your tone of voice affects how others respond to you and try using tone of voice to emphasize ideas that you want to communicate. For example, if you want to show genuine interest in something, express your enthusiasm by using an animated tone of voice.

4 Use Good Eye Contact

zoranm / E+ / Getty Images

When people fail to look others in the eye, it can seem as if they are evading or trying to hide something. On the other hand, too much eye contact can seem confrontational or intimidating.

While eye contact is an important part of communication, it's important to remember that good eye contact does not mean staring fixedly into someone's eyes. How can you tell how much eye contact is correct? Some communication experts recommend intervals of eye contact lasting four to five seconds.

5 Ask Questions About Nonverbal Signals

Peopleimages / E+ / Getty Images

If you are confused about another person's nonverbal signals, don't be afraid to ask questions. A good idea is to repeat back your interpretation of what has been said and ask for clarification. An example of this might be, "So what you are saying is that..."

Sometimes simply asking such questions can lend a great deal of clarity to a situation. For example, a person might be giving off certain nonverbal signals because he has something else on his mind. By inquiring further into his message and intent, you might get a better idea of what he is really trying to say.

6 Use Signals to Make Communication More Effective and Meaningful

laflor / E+ / Getty Images

Remember that verbal and nonverbal communication work together to convey a message. You can improve your spoken communication by using body language that reinforces and supports what you are saying. This can be especially useful when making presentations or when speaking to a large group of people.

For example, if your goal is to appear confident and prepared during a presentation, you will want to focus on sending nonverbal signals that ensure that others see you as self-assured and capable. Standing firmly in one place, shoulder back, and you weight balanced on both feet is a great way to strike a confident pose. 

7 Look at Signals as a Group

Bloom Productions / Digital Vision / Getty Images A single gesture can mean any number of things, or maybe even nothing at all. The key to accurately reading nonverbal behavior is to look for groups of signals that reinforce a common point. If you place too much emphasis on just one signal out of many, you might come to an inaccurate conclusion about what a person is trying to communicate.

8 Consider Context

Klaus Vedfelt / Taxi / Getty Images

When you are communicating with others, always consider the situation and the context in which the communication occurs. Some situations require more formal behaviors that might be interpreted very differently in any other setting.

Consider whether or not nonverbal behaviors are appropriate for the context. If you are trying to improve your own nonverbal communication, concentrate on ways to make your signals match the level of formality necessitated by the situation.

For example, the body language and nonverbal communication you utilize at work is probably very different from the sort of signals you would send on a casual Friday night out with friends. Strive to match your nonverbal signals to the situation to ensure that you are conveying the message you really want to send.

9 Be Aware That Signals Can be Misread

PhotoAlto/Ale Ventura / Getty Images

According to some, a firm handshake indicates a strong personality while a weak handshake is taken as a lack of fortitude. This example illustrates an important point about the possibility of misreading nonverbal signals. A limp handshake might actually indicate something else entirely, such as arthritis.

Always remember to look for groups of behavior. A person's overall demeanor is far more telling than a single gesture viewed in isolation.

10 Practice, Practice, Practice

mammamaart / Vetta / Getty Images

Some people just seem to have a knack for using nonverbal communication effectively and correctly interpreting signals from others. These people are often described as being able to "read people."

In reality, you can build this skill by paying careful attention to nonverbal behavior and practicing different types of nonverbal communication with others. By noticing nonverbal behavior and practicing your own skills, you can dramatically improve your communication abilities.

Opening CommunicationIn many interpersonal encounters, the first few minutes are extremely important as first impressions have a significant impact on the success of further communication.

Everyone has expectations and norms as to how initial meetings should proceed and people tend to behave according to these expectations. If these expectations are mismatched, communication will not be effective or run smoothly, and some form of negotiation will be needed if relations are to

continue.

At a first meeting, formalities and appropriate greetings are usually expected: such formalities could include a handshake, an introduction to yourself, eye contact and discussion around a neutral subject such as the weather or your journey may be useful. A friendly disposition and smiling face are much more likely to encourage communication than a blank face, inattention or disinterested reception.

ReinforcementThe use of encouraging words alongside non-verbal gestures such as head nods, a warm facial expression and maintaining eye contact, are more likely to reinforce openness in others.

The use of encouragement and positive reinforcement can:

Encourage others to participate in discussion (particularly in group work)

Signify interest in what other people have to say

Pave the way for development and/or maintenance of a relationship

Allay fears and give reassurance

Show warmth and openness.

Reduce shyness or nervousness in ourselves and others.

Effective ListeningActive listening is an important skill and yet, as communicators, people tend to spend far more energy considering what they are going to say rather than listening to what the other person is trying to say.

Although active listening is a skill in itself, covered in depth on our listening pages, it is also vital for effective verbal communication.

The following points are essential for effective and active listening:

Arrange a comfortable environment conducive to the purpose of the communication, for example a warm and light room with minimal background noise.

Be prepared to listen.

Keep an open mind and concentrate on the main direction of the speaker's message.

Avoid distractions if at all possible.

Delay judgment until you have heard everything.

Be objective.

Do not be trying to think of your next question while the other person is giving information.

Do not dwell on one or two points at the expense of others.

The speaker should not be stereotyped. Try not to let prejudices associated with, for example, gender, ethnicity, social class, appearance or dress interfere with what is being said. (See Personal Appearance)

See: Listening Skills for more information.

QuestioningEffective questioning is an essential skill.  Questioning can be used to:

Obtain information.

Start a conversation.

Test understanding.

Draw someone into a conversation.

Show interest in a person.

Seek support or agreement.

Closed Questions

Closed questions tend to seek only a one or two word answer (often simply 'yes' or 'no') and, in doing so, limit the scope of the response. Two examples of closed questions are "Did you travel by car today?" and "Did you see the football game yesterday?" These types of question mean control of the communication is maintained by the questioner yet this is often not the desired outcome when trying to encourage verbal communication. Nevertheless, closed questions can be useful for focusing discussion and obtaining clear, concise answers when needed.

Open Questions

Open questions broaden the scope for response since they demand further discussion and elaboration. For example, "What was the traffic like this morning?" or "What do you feel you would like to gain from this discussion?" Open questions will take longer to answer, but they do give the other person far more scope for self-expression and encourage involvement in the conversation.

For more on questioning see our pages: Questioning and Types of Question.

Reflecting and ClarifyingReflecting is the process of feeding-back to another person your understanding of what has been said. Although reflecting is a specialised skill used within counselling, it can also be applied to a wide range of communication contexts and is a useful skill to learn.

Reflecting often involves paraphrasing the message communicated to you by the speaker in your own words, capturing the essence of the facts and feelings expressed, and communicating your understanding back to the speaker. It is a useful skill because:

You can check that you have understood the message clearly. The speaker gets feedback as to how the message is received. It shows interest in, and respect for, what the other person has to say. You are demonstrating that you are considering the other person’s viewpoint.

See also our pages on Reflecting and Clarifying.

Summarising

A summary is an overview of the main points or issues raised. Summarising can also serve the same purpose as 'reflecting'. However, summarising allows both parties to review and agree the communication exchanged between them up to that point in time. When used effectively, summaries may also serve as a guide to the next steps forward.

Closing CommunicationThe way a communication is closed or ended will, at least in part, determine the way a conversation is remembered.

A range of subtle, or sometimes not so subtle, signals are used to end an interaction. For example, some people may avoid eye contact, stand up, turn their body away, or use behaviours such as looking at a watch or closing notepads or books. All of these non-verbal actions indicate to the other person that the initiator wishes to end the communication.

Closing an interaction too abruptly may not allow the other person to 'round off' what he or she is saying so you should ensure there is time for winding-up. The closure of an interaction is a good time to make any future arrangements. Last, but not least, this time will no doubt be accompanied by a number of socially acceptable parting gestures.

Find more at: http://www.skillsyouneed.com/ips/verbal-communication.html#ixzz4Gl3nqVkn