Effective Communication Skills Chart

Communicatio 2-3 Different Strategies with Hyperlink Attachment Brief Description

n Skills to… for Each Strategy
Communicate 1.   Set measurable goals. https://blogin.co/blog/8- 1.   You should be able to tell the
Goals techniques-for-goal-oriented-communication-73/ teacher what they should be
able to achieve by the end of
the lesson. This way they
know exactly what they are
working towards (L’Allier,
Elish-Piper & Bean, 2010).

2.   SMART acronym. https://walton.uark.edu/business- 2.   The SMART acronym stands

communication- for specific, measurable,
lab/Resources/How_to_Communicate_Goals_Effec achievable, relevant, and time
tively.pdf framed (University of
Arkansas, n.d). If you keep
these 5 things in mind when
communicating goals, then
your plan of action should be
more successful.
Ask Questions 1.   Ask rather than tell. 1. A coach should not just tell the
https://us.humankinetics.com/blogs/excerpt/commu teachers what they should be
nication-key-to-coaching doing. Instead they should be
asking. For example, instead of
telling teachers why this is a good
idea, you could ask the teachers,
“why is this a good idea?”. You
will encourage them to develop
their own observations and
experiences by asking
(Skiffington, Washburn & Elliott,
2011).

2. It is important that the right

questions are asked during
2. Ask the right questions. http://blog.teachboost.com/6- coaching. It is also important to not
must-dos-for-effective-communication-between- answer some questions right away
teachers-and-coaches but instead, encourage the teacher
to think about it and answer it
themselves. This will create a
deeper understanding (Knight,
2016).
Provide 1. The Feedback Sandwich. 1.   The feedback sandwich is
Feedback https://www.ausmed.com/articles/giving-feedback/ when the coach would start off
by giving positive feedback,
then give the negative
feedback (or area that needs
more work), and close it with
something that is positive or
builds up the teachers trust or
comfort. This type of feedback
ensures that the learner is not
discouraged and remains
 motivated (Skiffington,
Washburn & Elliott, 2011).

2.   Pick two to three main points

when giving feedback. You
2. Be aware of feedback overload. don’t want to overwhelm the
https://www.cabrillo.edu/services/jobs/pdfs/giving- teacher and stress them out.
feedback.pdf Pick the most important points
and just cover those
(Skiffington, Washburn &
Elliott, 2011).

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 References

Knight, J. (2016). Teach to win: seven success factors for instructional coaching

programs. Education Digest, (5), 27. Retrieved from

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true

&db=edsgao&AN=edsgcl.447903101&site=eds-live&scope=site

L’Allier, Elish-Piper, & Bean. (2010). What matters for elementary literacy coaching? Guiding

principles for instructional improvement and student achievement. The Reading

Teacher, 63(7), 544. Retrieved from

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true

&db=edsjsr&AN=edsjsr.25656160&site=eds-live&scope=site

Skiffington, Washburn, & Elliott. (2011). Instructional coaching: Helping preschool teachers

reach their full potential. YC Young Children, 66(3), 12. Retrieved from

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true

&db=edsjsr&AN=edsjsr.42730938&site=eds-live&scope=site

University of Arkansas. (n.d.). How to communicate goals effectively. Retrieved from

https://walton.uark.edu/business-communication-

lab/Resources/How_to_Communicate_Goals_Effectively.pdf