[PPT] - RANIA EL-SIOUFI AGENDA Communication & Leadership How PowerPoint Presentation

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RANIA EL-SIOUFI

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AGENDA

Communication & Leadership
How Communication Works
Internal School Relationships
External School Relationships
Communication strategies for Challenging Situations
Successful Principal-Board Communication
The Stress of Communication

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General Objective of the Presentation

At the end of the session participants:  Will have an heightened awareness of the important role effective communication plays in the success of a school  Utilize at least three strategies to improve the communication at their school  Develop a communication matrix  Display greater tolerance and patience when communicating

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COMMUNICATION AND LEADERSHIP

Managing communications effectively is a key leadership skill, and thus taking time to review your communications strategy and performance will be time well spent. Many problems in and out of school can be directly traced to: whether information was communicated how it was communicated who communicated it.

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THE PRINCIPAL’S ROLE

Communication is a management function, not a set of techniques

Being a role model and championing for good communication
Words from leaders matching actions
Commitment to two-way communication
Face-to-face communication
Bad news being communicated as effectively as good news
Be forthright but tactful
Diversify communication
1. Your body language, moods and actions = powerful messages

2.Confidence is essential 3.Failure to complete or carry out a routine task suggests the routine is not important and will undermine your credibility. 4.Remaining approachable while being regarded as a professional leader 5.Remember you are now a public figure

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SCHOOL COMMUNICATION WEB

SCHOOL BOARD

PRINCIPAL STUDENT TEACHER COMMUNITY

MOE & ACCREDITATION

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BRAINSTORM!

Consider: At the end of the day list everyone you communicated with during the day, for no matter how short a time. Your results may be surprising.

Communications Overview

Audience Media

M e e t i n g E m a i l N e w s l e t t e r R e p

r

t A s s e m b l y T

w

n H a l l S u r v e y T a s k F

r

c e S

c

i a l M e d i a T r e l l

F
r

m Students Schedule Responsible Cost Leadership Team Schedule Responsible Cost Teachers Schedule Responsible Cost Parents Schedule Responsible Cost Office staff Schedule Responsible Cost Caretaker/Security Schedule Responsible Cost Board Members Schedule Responsible Cost

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 What is Communication  The Communication Process”

Messenger
Message
Medium
Feedback
Non-Verbal

Communication

Situation

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COMMUNICATION

 The process of successfully transferring information from one entity to another  Exchange of thoughts, messages or information by speech, signals, writing or behavior  The art and technique of using verbal or non verbal strategies effectively to impart information or ideas.

 What is Communication  The Communication Process

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COMMUNICATION IN SCHOOLS

School Leaders should:

never leave the business of communication to

chance

constantly seek new ways to raise their

communication awareness

develop their skills to become models for effective

communication

learn effective listening and responding techniques

 What is Communication  The Communication Process

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10 COMMANDMENTS OF COMMUNICATION

1. “Speak” to people.

There is nothing as nice as a cheerful word of greeting.

2. Smile at people.

It takes 72 muscles to frown; 14 to smile.

3. Call people by name.

The sweetest music is the sound of one’s own name.

4. Be friendly and helpful.
5. Be cordial.
6. Be genuinely interested in people.

You can like everybody if you try.

7. Be generous with praise and

cautious with criticism.

8. Be considerate of the feelings of
thers.

It will be appreciated.

9. Be thoughtful of the opinion of
thers.
10. Be alert to give service.

What counts most in life is what we do for others.  What is Communication  The Communication Process

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COMMUNICATION AND ATTITUDE

One can change the direction

f

communication if one changes one’s attitude. There is no one attitude that is the 'right' one to have, though being direct and clear certainly helps.

Rights come with responsibility.

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ELEMENTS OF THE COMMUNICATION PROCESS

SENDER / MESSENGER / SPEAKER MESSAGE / IDEA / SPEECH CHANNEL / MEDIUM RECEIVER / AUDIENCE FEEDBACK SITUATION

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PROFILE OF THE EFFECTIVE MESSENGER

 ARTICULATE  KNOWLEDGEABLE  CONFIDENT  FLEXIBLE  CREATIVE  AWARE/ADAPTABLE  PROTOCOL-SENSITIVE

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PROFILE OF THE MESSAGE

APPROPRIATELY TITLED OR INTRODUCED BETTER IF CONCISE AND PRECISE MUST BE APPROPRIATE FOR TARGET (Register and Tone) MUST START AND END ON A POSITIVE NOTE (Sandwich Technique)

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MEDIUM

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Stakeholder Engagement Examples

Partnership Participation Consultation Push Communication Pull Communication

BRAINSTORM!

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HIERARCHY OF EFFECTIVE COMMUNICATION MEDIA

One-to-one/face-to-face Small group meetings Speaking before a large group Phone conversations Handwritten personal notes Typewritten personal notes Computer-generated personal letters Mass-produced non-personal letters Brochures Articles in newsletters News in press

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TECHNOLOGY AS A MEDIUM

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PROFILE OF THE LISTENER/RECEIVER

LISTENING ≠ HEARING
READING ≠ UNDERSTANDING
SENDER MUST SOMETIMES BECOME

LISTENER / RECEIVER

READ WITH AN OPEN MIND: Forget

Preconceptions

THE BAGGAGE AT THE DOOR!
LISTENING CAREFULLY / READING

OBJECTIVELY IS A SIGN OF RESPECT

CHECK LISTEN

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Listen

Non-verbal Signals

Smile
Eye Contact
Posture
Avoiding Distraction

Check

Paraphrase or

Summarize to check for understanding

Your point is…
Your concern is…
You're asking…

ACTIVE LISTENING

Respond

Be candid, open, and

honest in your response.

Assert your opinions

respectfully.

Treat the other person in a

way that you think he or she would want to be treated.

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Discretion in Communication

Schools require employees to use discretion Written communications such as email are particularly vulnerable to improper and unauthorized distribution, because they are so easy to forward to others.

Judgment in Communication

The school also expects them to be able to take the decision that they feel is the right one, which is called acting according to their discretion.

DISCRETION

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NON-VERBAL FEEDBACK

NON-VERBAL COMMUNICATION LANGUAGE SPEECH SILENCE GESTURES EXPRESSION FACIAL MOVEMENT BODY

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 Teacher-Student  Teacher-Teacher  Staff-Administration

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IN-SCHOOL COMMUNICATION: WITH WHO & WHY

Communication Protocols Student level Teacher level  Department level  Admin level  School level

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EFFECTIVE HIERARCHY

Paper
Practice
Being informed vs. micromanaging

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ADJUSTING THE TEMPERATURE

Setting Expectations

Using your Cs – Compassion, Consistency, Communication, Creativity,

Collaboration

Being an example
Teaching moments

Adopt a listening approach for:

‘sounds’ of learning at your school such as evidence of curiosity, inquiry,

earnest endeavour, shared thinking and collaboration and teacher facilitation

‘sounds’ of teachers’ shared approach to teaching such as team teaching,

collaborative planning, questioning and supporting Adopt an analytical ear for the ‘sounds’:

you want to hear but are absent
you hear but would prefer not to hear.

Add all these sounds to your knowledge bank about the school and use them at appropriate times to make progress on development.

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TEACHER STUDENT

Vertical communication (subordinates and superiors)
Boundaries must be CLEARLY defined
Chain of command must be respected
Must leave room for dialogue and/or negotiation if necessary
Teachers do not have to use “big sticks”
Relationships are not defined by behavior or performance

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EFFECTIVE COMMUNICATION WITH CHILDREN LISTEN actively (the most basic of all the skills) Address the Child Holistically Be Strengths-Based

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TEACHER TEACHER

Horizontal communication (peer to peer)
Rules of protocol may be relaxed
Respect for the individual must always be displayed
Understand that roles are intertwined (others depend
n you for their work to be done effectively)
Make sure that message is clearly articulated

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PROFESSIONAL LEARNING COMMUNITIES

A climate of support and respect
A cycle of feedback
Identification & commitment to common

learning standards

Common lessons and assessments
Capacity of staff & increased teacher efficacy
Caring and positive relationships among staff

and students

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STAFF ADMINISTRATION

¤ Vertical communication (subordinates and superiors) ¤ Requires rules of protocol to be observed ¤ Chain of command must be respected ¤ Delegation, duty and execution are critical ¤ Must leave room for dialogue and/or negotiation if necessary ¤ Difference between leaders and dictators

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