6.1: Verbal Communication
The analysis of types, styles, purposes and history of communication raises awareness of the various theories that exist with respect to "traditions" and applications of communication as they have been more formally defined and studied through history. A look at these theories of communication break down the various transfers of information into social, persuasive, interpretive and other categories. It is interesting to note that, when one considers the apparent influence technology has on rapidly changing means of communication today, that the advancement of civilization has always paved the way for more sophisticated adaptations, but fundamentally they all fall in line with these seven theories. Perhaps that explains the reason the categories are more commonly becoming understood as "traditions."
Speaking and writing can be plotted on a continuous scale that also describes its register along a line from informal to formal. Considering formal and informal registers offered insight into my own personal styles of speaking and writing. Student teaching and preparing and reflecting upon this expectation have given me even more clarity. There are many examples one can consider to establish my writing style. Merely calling to mind my process when I sit down to write, I know that I very consciously never use contractions, and I have a heightened awareness of word frequency. I write and rewrite, even short e-mails, to make my points clear...but not always concise. That last fact I share with my speaking style. I am a bit long-winded I think at both.
In addition to the abundance of practice I have received writing reflections for the portfolio-building process, one might choose to review research papers on Writing in Mathematics and Collaboration that I have produced throughout my teacher education process. All of these writing projects are directed at a rather professional or academic audience. In looking at my writing, I think there is little variation my style or delivery from audience to audience. To establish this point, other forms of writing to compare include Wonton Scoops, interview questions to pose to the principal, e-mails with parents and test questions (Chapter 10 and Chapter 11). I think my writing is fairly consistent across all audiences and addresses academic, professional, and familiar purposes in nearly identical ways.
Unlike my writing, the interview referred to above demonstrates a more formal speaking register that, while consistent with my overall writing style, is not a good example of my speaking style. Unless well-rehearsed, my speech tends to be much more informal than my writing. As the interview shows, I can produce a fairly formal (at the level of my writing) oral presentation, but generally my speaking is fast and informal. I often found myself rewriting lesson plans between classes to improve the pace, instructions, explanations and questions for better clarity in the next class.
One last area of communication I would like to address is listening. Without the receiving end of communication, well there is no communication at all, no transfer of information. It is often more difficult, yet simultaneously more important to be a good listener. Are you a good listener? Here's a simple way to begin to to discover whether you are as good as you think. Listening involves hearing, interpreting, patience and meaningful response. I realize that I am not as good as I want and need to be as a teacher. Partly due to burning the candle at both ends over recent years, my listening skills are often interrupted by a wandering mind that is easily distracted by reminders, lists, obligations, etc. Listening is a discipline that, when keenly applied, can make the real difference in the classroom, a much bigger difference than writing and speaking ever can. Learn to listen well.
Whether speaking, writing or listening, I think the most important things a teacher can convey to a receiving audience are sincerity and respect. These characteristics maintain a tone of professionalism and approachability and prevent miscommunicating a sense of conflict. When teachers are aware of their natural communication styles and work to present their messages in appropriate ways designed for a particular audience, they succeed in delivering the intended message, reflect positively upon their school, and model professional communication skills for their students.
