1.A : Human Behavior and Effective Communication

Basic biological needs such as food, rest, and protection

Protection against danger, threats, and deprivation.

The need to be associated with a group from which acceptance and love can be given and received. Students are often out of their normal environment so providing a setting where they can feel they "belong" can greatly assist in the learning process.

Takes two forms, one being self-esteem (confidence, independence, achievement, knowledge) and reputation (status, recognition, appreciation, respect of others).

Need to know and understand, as well as emotional needs.

When all other needs are satisfied this is the realizing of an individual’s potential and the achievement of personal goals.

Placing uncomfortable thoughts/feelings into inaccessible areas of the unconscious mind. Things a person is unable to cope with at this time can be pushed away to be handled another time (or maybe never).

Refusal to accept reality because it is too threatening or uncomfortable.

Attempt to disguise the presence of a weak quality by emphasizing a more positive one. May attempt a less difficult, and less desirable, objective instead of the more desirable (but harder) original objective.

Blame others for their shortcomings and mistakes. Motives, desires, and impulses are attributed to others.

If real reasons can’t be accepted other excuses can be substituted. When rationalization happens the individual sincerely believes in the proffered excuse.

Sometimes individuals protect themselves from dangerous desires by not only repressing them, but actually developing conscious attitudes and behavior patterns that are just the opposite.

Daydreaming about how things should be rather than doing something about how they are.

Unconscious shift of emotion, desire, affect from the original object/idea to a less threatening substitute.

This is the sender, speaker, transmitter, or instructor. Effectiveness as a communicator relies on three basic factors. The first is an ability to select and use language is essential. Effectiveness is dependent on the understanding of the words used. Revealing an attitudes toward themselves, ideas being communicated, and students with an emphasis on having a positive attitude. The last is having the material be accurate, up to date, and stimulating. Inaccurate or out of date material damages credibility.

These are the words or signs, or simple oral and visual cues, used in communication. Determine the symbols best to start/end and those best for explaining, clarifying, or emphasizing. Then, determine the best medium for communicating those symbols. The student should be monitored to determine how effective the communication might be, and the message (symbols) should be adjusted where indicated. Students also need feedback (but negative feedback in private only).

This is the listener, reader, or student. During effective communications the student reacts with understanding and changes their behavior accordingly. To change behavior the student’s abilities, attitudes, and experiences need to be understood. All students are unique, and their age, background, education, and learning style can influence effectiveness.

This is the single greatest barrier to communication. Meaning can not be communicated without shared experience with the objects, concepts, and symbols being used. It is essential that some shared terminology be discovered.

This results when a word or symbol used is confused with respect to what it is intended to represent. Effective communication requires that the student’s understanding match the instructor’s.

An abstraction is a word or symbol that are general rather than specific. The abstraction may not evoke the intended items in the minds of the student which results in uncertainty and confusion. In general, avoid abstractions.

There can be physiological sources of interference such as hearing loss, injury, and physical illness. There can be environmental sources of interference such as noise and distracting temperature extremes. Finally there can be psychological sources of interference such as the student not feeling fully committed, or if there is mistrust, or if there is fear.

Instructing can be practiced to help develop skills and techniques. This practice can be with experienced instructors (who can assist in improving skills) or with pretend students (who can help identify areas where clarity is lacking).

Genuinely know the topics being taught. Don’t hesitate to use previous personal experiences to illustrate a point (i.e. tell stories on yourself). Determine the effectiveness of the instruction by querying the student to explore their level of understanding.

It is important to engage in active listening to fully understand the student’s level of comprehension, as well as to identify areas needing more work. Active listening demands that the instructor avoid daydreaming, or otherwise not paying active attention to the student’s feedback. Take notes, as it is impossible to remember everything.

Questions can help identify the level of student understanding. Ask open ended questions to elicit more complete responses. However, if there are specific concerns on the part of the instructor more focused questions can probe those areas of concern.

Instructors should always strive to develop deeper understandings of the material. Deeper understanding leaves the instructor better prepared to convey the material to the student.