Instructions: 1.Break into partners: a teacher and an artist 2.Have one partner face the screen (the teacher) and the other partner (the artist) face

Effective Communication

Stony Brook UniversityAcademic Success and Tutoring Center

Utilizing Effective Communication

as a Tutor

Stony Brook UniversityAcademic Success and Tutoring Center

? How is effective communication

important during tutoring?

Communication GameInstructions:1. Break into partners: a teacher and an artist2. Have one partner face the screen (the teacher) and the other

partner (the artist) face away from it3. An image will be displayed on the screen. The teacher must

verbally instruct the artist how to draw the image without using any gestures

4. The artist may only ask the teacher “yes” and “no” questions

?How does this activity relate to being an effective tutor?

The Transmission Model of Communication:

Developed by Shannon and Weaver in 1949

This model is useful in dissecting some of the ways that communication can break down

However, this model views communication from a limited unidirectional perspective


Sender

Encoding Channel Decoding

Noise

ReceiverChandler, D. (2008). The transmission model of communication. Retrieved from http://www.aber.ac.uk/media/Documents/short/trans.html


Sender


Receiver

Noise1. The sender has a thought that he/she wishes to share with the receiver..

SenderChandler, D. (2008). The transmission model of communication. Retrieved from http://www.aber.ac.uk/media/Documents/short/trans.html


Sender


Receiver

Noise

2. The sender encodes his/her thought into a message using language or symbols (this can include nonverbal messages as well)

“I love you.”

Chandler, D. (2008). The transmission model of communication. Retrieved from http://www.aber.ac.uk/media/Documents/short/trans.html


Sender


Receiver

Noise

3. The message is sent through a channel selected by the sender. Channels include:• Sound (verbal communication)• Vision (nonverbal communication)• Electronic media (e-mails, text messages, etc.)




Sender


Receiver

Noise

4. Noise can interfere with the message transmission. Examples of noise include:• External or internal

distractions• Barriers to understanding/bias


Sender


Receiver

Noise

5. The receiver decodes the message sent by the sender



Sender


Receiver

Noise6. The receiver perceives meaning of the sender’s thought.



Sender


Noise

ReceiverChandler, D. (2008). The transmission model of communication. Retrieved from http://www.aber.ac.uk/media/Documents/short/trans.html

In Tutoring

The key is to find ways to help ensure that the understanding students acquire during a session matches the messages

you are intending to send. It is also important to minimize all forms of noise

in the communication process.

The Communication Theory of Identity:

Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3), 265-283.

Suggests that communication is a process through which people perform social roles and internalize their identities (in addition to transmitting and receiving messages)

Tutors should be mindful of the impacts the communication they have with students can have on these students (beyond the transmission of ideas and knowledge)


Personal Identity

A person’s self-concept or self-image. How individuals view themselves.

Four Frames:


Personal Identity

A person’s self-concept or self-image. How individuals view themselves.

The Communication Theory of Identity:Four Frames:

Enacted Identity

Performed or expressed identity. How an individual’s identity is created through his

or her performed behaviors




Personal Identity

A person’s self-concept or self-image

Four Frames:

Enacted Identity



Relational Identity

Aspects of identity that are created through relationships with others. Includes social roles (student, tutor, spouse, friend, etc.)

and ascribed identities (identities shaped by how a person perceives that he or she is

viewed by others)



Personal Identity


Four Frames:

Enacted Identity



Relational Identity



viewed by others)

Communal Identity

Collective group identity shared by members of a group (such as being a Stony

Brook Seawolf).



Personal Identity


Four Frames:

Enacted Identity



Relational Identity



viewed by others)

Communal Identity

Collective group identity shared by members of a group (such as being a Stony

Brook Seawolf).

In Tutoring

When tutoring, be sure to build a positive rapport with your students and interact with them in a way that empowers them

to take the lead role in their learning process

Active Listening: Make eye contact with your student

Use head nods and other nonverbal gestures to help your student feel comfortable sharing thoughts with you

Concentrate on what the student is saying rather than think about what you will say next

Paraphrase your student’s points and ask questions for clarification

Wait for your student to finish talking before you interject a remark. Your student should do most of the talking

Be aware of your own biases and assumptions

Eastern Washington University. (2013). Active listening.

Illinois State University Department of Physics. (2013). Communication skills.

Asking Probing Questions:

Catawba Valley Community College. (2012). Use of probing questions. Retrieved from http://www.cvcc.edu/Resources/Learning_Assistance_Center/pdf/Use_of_Probing_Questions.pdf

Can you tell me more about this?

How do you know this is true?

What steps did you take to reach this conclusion?

How does this compare with ____?

What made you think of this?

How does this relate to ______?

?What communication challenges may arise

when tutoring students from another cultural

background?

Effective Cross-Cultural Communication: Learn how to correctly pronounce the names of your students

Be aware that there may be differences in cultural norms regarding body language. For example:

• Students from some cultural backgrounds may avoid eye contact as a sign of respect

• Pointing or placing hands on hips can be interpreted as disrespectful in some cultures

• Norms regarding physical contact can vary across cultures

• Smiling and nodding can have different meanings

Lyon, C. R. (2013). Training tutors to work with international students

Union College Writing Center (2012). Tutoring international students

Effective Communication with ESL Students: Write down the points you are making for your student to read

and create charts, graphs, and diagrams to illustrate concepts

Speak slowly and use short sentences

Be patient and respectful. Keep in mind that a student’s familiarity of English is not a reflection of his or her intellectual ability

Pause to give your student time to process what you have said

Avoid using slang

Listen carefully. If you are unsure what your student is trying to tell you, be sure to seek clarification rather than make assumptions

Lyon, C. R. (2013). Training tutors to work with international students

Union College Writing Center (2012). Tutoring international students

Effective Communication with ESL Students: Write down the points you are making for your student to read

and create charts, graphs, and diagrams to illustrate concepts

Speak slowly and use short sentences

Be patient and respectful. Keep in mind that a student’s familiarity of English is not a reflection of his or her intellectual ability

Pause to give your student time to process what you have said

Avoid using slang

Listen carefully. If you are unsure what your student is trying to tell you, be sure to seek clarification rather than make assumptions

Barriers to Communication

Physical Barriers• Aspects of the physical layout that obstruct conversation

• Awkward seating arrangements

Sit beside your student so that you and your student can easily hear each other

Barriers to CommunicationEmotional or Perceptual Barriers• Subconscious assumptions about

how the other person will respond

• Lack of confidence or self-doubt

Keep an open mind during each tutoring session.

Be confident, but also be honest if there is something you don’t know

Smith, C. (2013). The seven barriers of communication. Retrieved from http://opin.ca/article/seven-barriers-communication

Barriers to CommunicationCultural or Language Barriers• Cultural differences

• Differences in native language or professional jargon

Be aware of possible cultural differences.

Explain the meanings of technical terms and avoid unnecessary jargon

Smith, C. (2013). The seven barriers of communication. Retrieved from http://opin.ca/article/seven-barriers-communication

Barriers to Communication

Break down these barriers!

Common Communication Mistakes: Finishing someone else’s sentences

Thinking of a response before the other person has finished talking

Not focusing undivided attention on the person who is speaking

Not showing any interest or enthusiasm in what the other person is saying

Focusing on the delivery of the other person’s message rather than the content

Illinois State University Department of Physics. (2013). Communication skills. Retrieved from http://www.phy.ilstu.edu/pte/310content/case_studies/resources/Communication_Skills.pdf

Nonverbal Communication:A significant portion of communication is nonverbal and therefore interpreting facial expressions and body language is an important communication skill.

For each of the following pictures, write down the emotion you believe the person is feeling and then create a brief story around the image.

Then each person in the group will share his or her response. Did everyone identify the same emotion?

Image source: http://blog.vmforsp.com/2012/12/baseball-trick-to-survive-tech-conferences /

Image source: http://quinnchiro.net/tired-and-fatigued/

Image source: http://www.careerbliss.com/advice/a-guide-for-the-overworked-and-underappreciated/

Image source: http://18years2life.blogspot.com/2011/09/kids-are-embarrassing.html

Image source: http://images.yourdictionary.com/laughing

Image source: http://www.makingpositivechanges.co.uk/therapies/eft/eft-for-anger-management

Nonverbal Communication Game

References Chandler, D. (2008). The transmission model of communication. Retrieved from http://www.aber.ac.uk/media/Documents/short/trans.html

Eastern Washington University. (2013). Active listening. Retrieved from http://web.ewu.edu/groups/studentlife/Active_Listeners%20.pdf

Illinois State University Department of Physics. (2013). Communication skills. Retrieved from http://www.phy.ilstu.edu/pte/310content/case_studies/resources/Communication_Skills.pdf

Jung, E. & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly, 52(3), 265-283. doi:10.1080/01463370409370197. Retrieved from: http://dx.doi.org/10.1080/01463370409370197

Catawba Valley Community College. (2012). Use of probing questions. Retrieved from http://www.cvcc.edu/Resources/Learning_Assistance_Center/pdf/Use_of_Probing_Questions.pdf

Lyon, C. R. (2013). Training tutors to work with international students. Retrieved from http://hawaii.hawaii.edu/tlc/tutor%20training/TRAINING%20TUTORS%20TO%20WORK%20WITH%20INTERNATIONAL%20STUDENTS.htm

Smith, C. (2013). The seven barriers of communication. Retrieved from http://opin.ca/article/seven-barriers-communication Union College Writing Center. (2012). Tutoring international students. Retrieved from http://www.union.edu/Resources/Academic/writing/Tutor/tutorESL.php