Effective+Communication+Strategies

=SESSION TITLE=


 * SETTING THE STAGE** //(To be reviewed before the session begins.)//

//In this session, participants will learn how to successfully interact and communicate with teachers and laptop users who need assistance.//
 * Session Overview**

Why is it imperative that I present myself in a positive and helpful manner? //How do I communicate with those who need my assistance//?
 * Focusing Questions**

The following materials are used in this session: -Laptops -Projector -Scenario Cards
 * Materials**

-Scenario cards -Laptops -Projector
 * Resources**

INSTRUCTION //(Typically lasts about 20% of session.)//

"First impressions are important. The way you communicate with others is essential to making a good first impression. As an iSquad member it is important that you not only make good first impressions with the teachers and students you are assisting but that you learn how to successfully communicate with them. Communication is one of the keys to being a iSquad technician."
 * Framing the Session**

Demonstrate for participants how to:
 * Teaching**

//“I am going to show you why it is so important to communicate with others in a specific manner. You will read scenarios and decide which one is better and why.”// //Step 1: Read Model Scenario// //Step 2: Chart positives and negatives about the scenario.//

•//“Now before you get started on your own let’s review acceptable ways to communicate with those you are helping. We are going to chart these so we can refer to them during the work time.”//
 * Guided Practice**


 * WORK TIME** //(Typically lasts about 60–70% of session.)//

Tell participants what they will be doing during their work time, and how much time they have:
 * Getting Started**

You will thirty minutes to "act out" three different scenarios using the communication skills we just discussed. Please be sure to assign each person in the group a role: Distressed User (person with the problem), Laptop Technician (Mose Squad Technician), Obeserver (Person using rubric to rate Technician).

Participants will... •//In Groups of three assign the following roles:// **//Distressed User, Laptop Technician, Observer//** •//Chose possible scenario// •//Use positive communication skills discussed to “act// //out” scenario// •//Observer will rate how Laptop Technician handled// //situation with// // //•//Rotate roles with each scenario until all have been “acted out”
 * Participant Activity**

//**Facilitator Conferring**// //Circulate around the room and confer with participants. Guide those who may need assistance..//

//**SHARE**// (Typically lasts about 10–20% of session.)//

What are some acceptable communication strategies to remember when working with others?
 * Share**

Author: Gina Ceparano Email: gceparano@schools.nyc.gov School/Employer: IS 93 Title:
 * ACKNOWLEDGEMENTS**


 * TEMPLATE DESCRIPTION**


 * Each session contains the following components and can be conducted in 45–60 minutes:**

This is a concise summary of the session, and how it fits into the training series as a whole.
 * Session Overview**

These are the specific questions that guide the session. The purpose of the session is to address these questions.
 * Focusing Questions**

This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
 * Materials**

All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
 * Resources**

The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
 * Framing the Session**

This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
 * Teaching**

Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
 * Guided Practice**

The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
 * Getting Started**

Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
 * Participant Activity**

As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
 * Facilitator Conferring**

Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
 * Share**

This section acknowledges those who contributed to the creation of this session.
 * Acknowledgements**