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Image: "A Student Types and Consults Notes" by Seyed Abdollah Shahrokni is licensed under CC BY
Overview
Overview
This module covers the topics of communication and presentation, emphasizing the importance of both skills in the field of education.
Learning Outcomes
Learning Outcomes
At the end of this learning module, you will be able to:
Create an engaging video message.
Demonstrate an understanding of the course structure and tools for engagement
Explain the importance of effective communication in teaching and learning, including how verbal and nonverbal cues influence student engagement and understanding.
Identify common barriers to communication in classroom settings and describe strategies for fostering clarity, respect, and inclusion.
Explain the rationale behind active listening and apply these techniques effectively in school-based situations.
Explain the purpose and structure of I-messages and utilize them appropriately in school-based situations.
Identify key elements that must be discussed for a classroom instructional team to be effective.
Describe systems for ongoing teacher-paraeducator communication.
Evaluate particular school-based situations regarding communication issues to determine appropriate courses of action.
Use a study guide to enhance your note-taking and learning.
Learning Activities
Learning Activities
Who's in the Class? Survey
Discussion 1: Introduce Yourself with VoiceThread
Assignment 1: Case Study: The Importance of Active Listening and Communication
Self-Care Journal
After-Class Reflection
Instructional Materials
Instructional Materials
Preparing for Presentation - A Tutorial: This document guides you through the differences between a Teaching Presentation and a Business or Academic Presentation.
Easy Reference Chart: Teaching from Exposition to Inquiry – Using a Variety of Strategies. This easy-reference chart outlines the continuum of teaching approaches, ranging from expository teaching, where the instructor directly presents information, to inquiry-based learning, where students actively construct knowledge through questioning, exploration, and problem-solving. It highlights a range of strategies teachers can use along this continuum to balance structure and discovery in the classroom.
Improving Presentation Styles- Improving Presentation Styles - In this webpage, you will learn different tips to improve presentations.
Communication: Listening and Responding
Communication: Listening and Responding
Active Listening Skills - Learn how active listening is essential because it builds trust, deepens understanding, and helps people feel genuinely seen and valued in any interaction. Active listening skills.
Active listening - In this presentation, you will be introduced to the work of Thomas Gordon, who emphasizes that when teachers truly hear and reflect students’ feelings, they reduce resistance and open the door to genuine problem-solving. His approach demonstrates that empathetic, non-judgmental listening strengthens relationships and fosters a more trusting and cooperative classroom environment. - Active Listening (Presentation, Video, 9:14)
Roadblocks to Communication- This presentation highlights the work of Thomas Gordon, who addressed the 12 Roadblocks to communication. Roadblocks to Communication (Presentation, Video, 9:13)
What are Roadblocks to Communication? In this video, you will see a few examples of the 12 roadblocks to communication. Roadblocks are a common response from a person attempting to help another who has a problem. When we see another person has a challenge or issue, we jump in to help with advice, questions, or solutions. The best thing to do in that moment is to actively listen. What are the Roadblocks to Communication? ( Video, 3:01)
Communication in the 21st Century- Communication in the 21st century is rapidly evolving, shaped by digital tools, diverse perspectives, and new expectations for collaboration and clarity. In today’s classrooms, effective communication means being adaptable, culturally responsive, and skilled at navigating both in-person and online interactions. Communication in the 21st Century: Is It What You Say, Not How You Say It? ( Video, 10:16)
How to Avoid Miscommunication- Learning how to avoid miscommunication begins with recognizing that even small assumptions or unclear messages can lead to confusion or conflict. By practicing clarity, checking for understanding, and listening with intention, teachers can foster smoother and more supportive interactions with students and colleagues. How miscommunication happens (and how to avoid it) ( Video, 4:32)
I-message Statements - Using I-messages helps teachers communicate concerns clearly and respectfully, while reducing blame, strengthening relationships, and modeling healthy communication for students. I Messages or I Statements ( PDF)
I-Messaging - Learn more about how to respond clearly during difficult conversations using I-messages. I-Messaging (Presentation, Video, 9:13)
Teachers and Paraprofessionals Communicating Effectively- Effective communication between teachers and paraprofessionals is crucial because it ensures consistent support for students, strengthens instructional alignment, and fosters a collaborative learning environment. When both roles communicate openly and regularly, they can anticipate needs, share insights, and provide more responsive, equitable care for every learner. On the Same Page: Teachers and Paraprofessionals Communicating Effectively ( Webpage)
How to Talk So Students Will Listen - Learning how to talk so students will listen begins with using language that is respectful, clear, and grounded in empathy. When teachers communicate in ways that validate students’ feelings and invite cooperation, they create a classroom environment where students feel safe, understood, and ready to engage. How to talk so students will listen (PDF)
Learning Activities
Learning Activities
Goal: To help your instructor understand how to support the class.
Task: I invite you to share aspects of your social identity that can help me understand how to support your overall learning in this course. The information collected will be aggregated, held anonymously, and used to promote an inclusive and equitable classroom environment. Please be aware that you are not obligated to answer any questions.
Instructions: You will find instructions on how to complete the survey when you open the survey.
Teaching is deeply meaningful work, but it can also be emotionally, mentally, and physically demanding. One of the most important professional habits you can build now, as a future educator, is the ability to care for yourself with intention. Sustainable teaching begins with sustainable you.
Why Self-Care Matters in Education
As teachers, we support students through academic challenges, emotional stress, life transitions, and moments of growth. To do this well, we need to nurture and protect our own well-being. Self-care is not indulgent; it’s an essential part of ethical and responsible teaching. When you care for yourself, you:
Strengthen your resilience and emotional regulation
Model healthy habits for your students
Improve your creativity, patience, and decision-making
Build longevity in the profession
Your Self-Care Journal
Throughout the module, you are invited to keep a simple Self-Care Journal. Make a copy of this Google Document and download the copy. Your journal’s purpose is to record one activity that you are doing to take care of yourself each week. We need to develop habits of self-care so that it can become part of our practice. The suggested prompts are provided to help you get started. If you are doing something else than the suggested activity, then add it to your journal. In your After-Class Reflection, report what you are doing each week as a self-care practice.
Discussion 1: Introduce yourself with VoiceThread
Discussion 1: Introduce yourself with VoiceThread
Goal: Teaching is all about connection, how we express ideas, share enthusiasm, and make others feel seen. In this first-week assignment, you’ll create a short introduction video where you start practicing your “teacher presence” while helping your classmates get to know you. Think of it as your hello video to your learning community; a fun, friendly way to start thinking like a teacher!
Instructions:
You’ll record a 1–2 minute video in VoiceThread introducing yourself and explaining how your interest in education connects to your background. This is an easy and creative way to become comfortable with using your voice, video, and visuals, all tools that teachers use every day.
Your Video Should Include:
Who you are – Your name, major (or career goal), and something fun about you.
Why teaching or education interests you – What inspired you, or what kind of teacher/ paraeducator you hope to be.
One teaching-related idea or quote that inspires you – Example: “I love this quote by bell hooks: Teaching is a practice of freedom. It reminds me that learning should feel alive.”
Tip: It doesn’t have to be fancy, it’s about connection, not perfection!
Peer Response After you post your video, watch at least two classmates’ introductions and reply with short comments (text, audio, or video). In your responses, try to:
Acknowledge something you enjoyed or connected with.
Affirm your peer’s ideas, energy, or teaching goals.
Add a question or share something in common.
Assignment 1: Case Study: Importance of Active Listening and Communication
Assignment 1: Case Study: Importance of Active Listening and Communication
Goal
This week, we focused on listening and communication practices. The goal is to apply effective communication practices to the presented cases. Using strategies for the case, you demonstrate your understanding of the strategy and provide an alternative way to respond to a situation.
Instructions
Read the following two cases and associated questions.
Choose one case and answer all the associated questions listed under the case. Use complete sentences in paragraph form. Please identify in the title which case you are responding to.
Make sure that you answer all the questions in detail.
Case One
Sandra, a Hills Valley Elementary School paraeducator, has worked alongside several teachers in the special education program for many years. She has worked with the same group of students for three years, following their excellent progress under their most recent teacher, Maria Sanchez. Ms. Sanchez retired the previous year. Her replacement is a new teacher, Ed Smith. Mr. Smith is very friendly but has had very little experience in the classroom. He is unfamiliar with the school's routines and procedures. He waits until Sandra arrives each day and hurriedly tells her what to do. Each day, he gives Sandra a different assignment. Sandra is getting frustrated because she never knows what she will do daily. Sometimes, she runs out of things to do and has to wait for Mr. Smith to think of something else to tell her to do.
Additionally, there is no routine in the classroom, and students become frustrated and misbehave. Sandra believes she could give Mr. Smith helpful tips based on how Ms. Sanchez and other previous teachers ran the classroom. He is trying very hard, and she thinks he'll be successful if he makes a few changes.
What are the barriers to communication in this case?
List possible solutions to provide for more effective communication.
Write down an I-Message that Sandra could use to express her first concern.
What are some ways that both of them can make sure they understand each other?
Case Two (from University of Nebraska-Lincoln, Project PARA)
Sharon, a paraeducator at Middletown Elementary School, had received a note from Carol James, one of the teachers she worked with. The note requested Sharon come to Carol's office, across from the school cafeteria, at 12:00 to discuss the following day's lesson plans. When Sharon arrived at Carol's office, she hoped that Carol had decided to let Sharon take a more active role in the classroom.
Walking into Carol's office, she noticed Carol sitting at her desk, eating lunch, and talking on the phone. Sharon entered the room and waited for Carol to finish her telephone conversation. When Carol finished speaking, she resumed eating her lunch while explaining to Sharon the lesson plans and how many copies she would need for the next day. Sharon waited for a break in the conversation so she could discuss her concerns with Carol, but the noise from the cafeteria, combined with Carol's eating, caused Sharon to drift off and not pay close attention to what Carol was saying. Carol was ready to end the conversation after one more phone call and two student interruptions. Sharon stood up, frustrated that she had not let Carol know her concerns.
What are the barriers to communication in this case?
List possible solutions to provide for more effective communication.
Write down an I-Message that Sharon could use to express her concerns.
What are some ways that both of them can make sure they understand each other?
Goal: The goal of this activity is to gather feedback on your understanding of concepts each week and address any questions you may have related to the content and instructions. This is considered a form of formative assessment.
Instructions: Please complete the survey.
Open Licenses Introduction to Education by Anne Grey for Open Oregon Educational Resources is licensed under a Creative Commons Attribution 4.0 International License.
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