When I think about someone in my life who demonstrated competent communication, I think of my professors from my undergraduate program at Plymouth State University. I had two professors in particular who taught early childhood classes and served the state of New Hampshire's early childhood field in varying capacities. These two professors went on to write a book together about technology in early childhood classooms (Cantor & Cornish, 2016). During personal conversations with these mentors, I realized that they seemed more inclined to listen to me than to provide their own perspective, and they modeled the idea of constructivist education (where children build on prior knowledge and learn best when they test their own hypotheses) by challenging rather than correcting errors. They were also both excellent facillitators of deep conversations about culture and priviledge. In particular, their skills at nonverbal communication and at reflecting and active listening were fundamental in their demeanors as 'good listeners' and effective communicators. As university professors, these are two great examples of people that I can model my own practices after. I eventually want to teach college courses, and their techniques for facilitating classroom discussions and for providing constructive communicative feedback on assignments are great models. One thing I remember that was very successful from their courses was the notion that students should use metacognitive strategies within their writings which in turn helped the classroom discussions become more targeted, focused, and cognitively appropriate. When students think about their own thinking, it is possible to recognize the many alternative perspectives to your opinion and, in turn, communicate with peers in classroom settings to improve our practice. These are just some of the specific ways my professors were excellent communicators and ways I can model my practice (in university classes) after their strategies.
Reference
Cantor, P. A., & Cornish, M.M. (2016). Techwise infant and toddler teachers. Charlotte, N.C.:Information Age Publishing.
Neisha,
ReplyDeleteWe have a common goal to teach at the college level. What great models you had in what your professors showed you. I think in today's society we tend to be a bit self centered. Having professors that made it evident that they were not just there to lecture, but to listen and do it well is important. Listening see to be key in relationships. Thanks for sharing about your experience.
Darci Larson
Neisha,
ReplyDeleteI have a great appreciation that you and Neisha wants to teach at a university, and I want to teach Kindergarten-2nd grade, but the reason why I want to teach this age group, because these young child have so much to learn and talk about, and I want to be that teacher that would first, listen to them, because I want to be a great listener, and a great communicator to my students. I think listening is the best way to get through someone that's trying to communicate to us, because if you don't listen first, then you will loose that person in conversation. I know I learned a lot from my instructor, because she taught me how to communicate with others, and to be a person that listen first, and then communicate.