After this module, learners will be able to
1. Speak more comfortably in interviews.
2. Communicate their needs during faculty meetings.
3. Engage in active listening during faculty meetings.
4. Speak to school staff or faculty members about various issues concerning the school.
5. Communicate to higher-ups about one's needs in and out of the classroom.
Speaking to bosses and coworkers in professional settings can be difficult, and in a school environment, the work relationship is slightly different as well. In situations where you are communicating your credentials to interviewers, it is important to align your goals with the school's needs.
Ex 1: a) Why do you want to work at this school?
b) I believe that learning should be enjoyable for students and that they should be allowed to explore their passions. This school's arts program focuses on that aspect of learning.
a) And how will you be able to support that program?
b) My background in child development and psychology will help me succeed here.
When speaking to faculty, educational officers, and other coworkers, emphasize active listening and communicate your needs clearly.
Ex 2: a) Hello, I was hoping to discuss our history curriculum with you?
b) Sure, I was just thinking that we need to focus more on modern history and current events. What do you think?
a) I agree. Let's dedicate the last month of the course to that. Do you think we can also integrate some interactive activities so that students don't get bored?
b) Yes, I've noticed students have difficulty memorizing facts. Making a quizzable activity could be helpful.
a) Perfect. Thank you for speaking with me. Send me an email so we can finalize the curriculum.
b) Alright, see you around.
Finally, faculty meetings with multiple people can be a great place to talk about strengths and weaknesses in your work and areas for improvement. Make sure to listen actively to those speaking and speak up for what you believe will be beneficial to you and your students.
Practice: Find a partner. Take turns repeating exercises 1 and 2 out loud by substituting different information in for the underlined parts.
Act out this situation with a group of three.
Teachers (a) and (b) give a presentation at a faculty meeting, and the school principal (c) gives her feedback.
a) Thanks for giving us the time to present today. We would like to propose a new program.
b) Our program would take place after school and give students activities to do.
a) The purpose of this is to take the burden off of working parents who may feel pressured to pick up their kids at the end of the school day.
b) Alternatively, students who go back home alone may not be getting the adult support they need, so such an after school program would allow us to look over them for a while.
a) This program can take the financial burden off of parents since school and work times often do not coincide.
c) This is a great suggestion. However, who do you suggest leads the program? And how many students can it support?
b) We can have applications and gauge the need. I don't think that one volunteer should be responsible for more than ten students.
a) Yes, and this volunteer system would be based on teachers who rotate on a daily basis, as well as parent and family volunteers who are willing to help out.
c) I see, and what kinds of activities would the kids be engaged in?
a) Since they have been sitting in classes for most of the day, we believe we should allow them to move around and play.
b) They can also participate in artistic activities. If they want to do homework, they can sit in a quiet room and do so, with the teacher or volunteer offering their help as necessary.
c) Thank you for the proposal. The board will take it into consideration.
a) Thank you!
b) Thank you!
What program did the teachers suggest for the school?
What questions did the principal have about the program?
How can you tell that the principal was listening to the teachers?
What questions would you have asked the teachers about the program?
Did the teachers effectively communicate their need? Their students' need?
What other information would you need to be convinced that the program is beneficial to the children?
What is an appropriate response to your coworker asking you for help setting up for a school event?
A. Sorry, I am busy making posters for the event. Perhaps that teacher over there can help you?
B. Yeah, take whatever you want from my classroom.
C. Sure, what do you need?
D. I can't be bothered.
Correct answer: A and C. A answers in the negative, since you already have something you need to attend to. C answers in the affirmative, offering help appropriately. B reflects that you weren't actively listening, since your coworker asked for help setting up, not any specific materials. Make sure to listen carefully!
After this module, learners should feel more comfortable communicating with their workplace's staff members in various situations. Speaking to coworkers and bosses in the school environment for interviews, faculty meetings, and one-on-one should be demystified in this module.