Running head: STRATEGIES FOR POSITIVE COMMUNICATION 1

Strategies for positive communication

Student

UoPeople
STRATEGIES FOR POSITIVE COMMUNICATION 2

Strategies for positive communication

Communication is one of the essential tools in reaching children, connecting with

them, and with parents. In the classroom, “teachers should express themselves in ways that

do not hurt the pupils and encourage them to converse” (Hue & Li, 2008, p. 111). In the given

scenario, Miss Lee is trying to communicate with Siu Ming and his parents. The situation is

that he has become quieter and seemingly losing interest in learning (Hue & Li, 2008, p.

166). For this paper, we are examining some strategies for positive communication with all

parties involved, teacher-student-parents.

Communication

In our communication with students, there are things we need to be conscious of, like

the tone of our voice or our body language. “The interaction that occurs in the classroom give

an impact for teaching and learning process, it can be a medium to improving students

communication skill, or that may be used for the teacher to make a good atmosphere in the

class” (Trihastuti & Zamzani, 2018, p. 295). Miss Lee needs to open a communication with

Siu Ming to understand what he is feeling and then communicate with the parents to support

whatever may be going on in his life. We are looking at inviting communication, active

listening, and using the “I-messages” to construct a positive communication.

Inviting communication

The inviting communication, as presented by Hue & Li (2008), has the purpose of

strengthening relationships by using a language of respect and consideration of the feelings of

others (p. 114). To do so, we also need to be mindful of the tone we use. Denton (2007, p. 14-

15) reminds us that our tone conveys a great deal about our feelings and what we are honestly

thinking. “People want to feel connected to one another, and these connections are formed

through commonalities and sharing” (Higgs, 2013, p. 1).

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Miss Lee needs to establish that connection with Siu Ming to help him open up and be

communicative. She may ask about how he is feeling and making connections to what he

may feel. “Feeling tired because…” “I also feel tired sometimes when…” Denton (2007)

reminds us that “a warm, matter-of-fact tone is what teachers should aim for” (p. 15). Higgs

(2013) also reminds us that when students' home life might interfere with their learning,

sharing personal experiences can create closeness with the students and shows them that we

care enough to guide them through (p. 4-5).

When Miss Lee understands more of the situation, she would be inviting the parents

in for conversation, sharing the responsibility. Technology enhances the possibility of

prompter communication with parents. Kervin (2005) quotes the National Foundation for the

Improvement of Education (2000):

It can be argued that communication avenues that have been opened through digital

networks have the potential to link students, teachers, and parents with a wide range

of learning opportunities. Such networks are considered to be an avenue where the

communication barriers that are present between the home and the school could be

broken down. Parents, who might not normally participate in school activities, have

the potential to be drawn into the learning process by the new modes of interaction

(p. 153)

Active listening

SkillsYouNeed (n.d.) defines active listening as “listening with all your senses” (para 3).

When we communicate with students, not only that we listen, but we need to remind

ourselves that we don’t always have to have the answer or the solution and we should show

acceptance and respect to the pupils’ opinions and feelings (Hue & Li, 2008, p. 121). As

SkillsYouNeed (n.d.) continues to present, listening is also in the body language. Being aware
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of our body language – gestures, facial expressions, and body postures – to not show students

discrepancies from what we say and what we mean (Denton, 2007, p. 17-18).

As Miss Lee can try to communicate with Siu Ming would have to use verbal cues,

nods and smiles, have an “open posture,” and show acceptance of the students’ feelings. “An

open posture can be used to communicate openness or interest in someone and a readiness to

listen, whereas the closed posture might imply discomfort or disinterest” (SkillYouNeed,

n.d.). Having the readiness to “understand students’ messages with your heart and let them

know that having feelings and emotions is not bad” (Hue & Li, 2008, p. 120).

When Miss Lee askes Siu Ming about how he is feeling and why he may feel this

way, she will do so by showing active listening, respecting the students’ privacy and

confidentiality — showing a sense of trust and confidence in the students’ ability to

understand its problems and find solutions to them (Hue & Li, 2008, p. 121).

I-messages

“The idea in expressing “I-messages” is not to find fault with or blame others, but rather to

express why the behavior is a problem and what can be done to solve it in a mutually agreed

way” (Hue & Li, 2008, p. 116). Gordon (1974) argues that “I-messages are an effective

means of communication for changing students’ behavior and strengthening teacher-pupil

relationships” (as cited by Hue & Li, 2008, p. 118). Using I-messages helps the student see

the problem and what effect it has over its learning.

Miss Lee could be using the “I-messages” to express the teachers’ perspective on Siu

Ming’s situation. She can help clarify the problem of the loss of interest in learning and

showing up tired. Denton (2007) also mentions that when teachers notice a behavior that we

want to change, it is more helpful to gives a positive challenge such as, “Today, I would like

to see if you can think of a way you can get yourself excited about this project. What will
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help you do that? How can I help with it?” (p. 22-23). Using this kind of language can help

Siu Ming get excited about a project and also feel that he is in charge of the change.

Miss Lee would also communicate her perspective with “I-messages” to the parents

presenting the positive that she may see in the day. She can provide the parents with

strategies at home for Siu Ming, communicating with progress reports of the day. Using

technology, they can share work that is completed in class and what is done at home to

support Siu Ming in becoming engaged and responsible in its learning.

Conclusion

“Language is one of the most powerful tools available to teachers” (Denton, 2007, p.

1). “During the teaching and learning process, communication happens to transfer the

knowledge between teacher and students” (Trihastuti & Zamzani, 2018, p. 295). In classroom

management, appropriate communication is vital. Always being inviting in communication

expressing ourselves “in ways that do not hurt the pupils and encourage them to converse”

(Hue & Li, 2008, p. 111). We need to be good listeners, remembering that we don’t always

have to have the answer, being mindful of an open posture that shows we care. And lastly,

using “I-messages” to talk about the behavior and not finding fault, but rather invite the

student to communicate and solve the problem together with positive communication.
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References

Denton, P. (2007). The power of our words: teacher language that helps children learn.

Turners Falls, MA: Northeast Foundation for Children, Inc.

Higgs, C. (2013). Connecting with students: Strategies for building report with urban

learners. Retrieved from http://ebookcentral.proquest.com

Hue, M., & Li, W. (2008), Classroom management: Creating a positive learning environment.

Retrieved from http://ebookcentral.proquest.com

Kervin, L. K. (2005). Students talking about home-school communication: Can technology

support this process?. Australian Journal of Language and Literacy, 28 (2), 150-163

SkillsYouNeed. (n.d.). Active Listening. Retrieved from

https://www.skillsyouneed.com/ips/active-listening.html.

SkillsYouNeed. (n.d.). Body Language, Posture and Proximity. Retrieved from

https://www.skillsyouneed.com/ips/body-language.html.

Trihastuti, Y. A., & Zamzani, Z. (2018). The Role of Communication Strategies in the

Classroom Communication. Proceedings of the International Conference of

Communication Science Research (ICCSR 2018), 165, 295–297. DOI: 10.2991/iccsr-

18.2018.65