Académique Documents
Professionnel Documents
Culture Documents
CommunicationinSchools
EducationalAdministration
Communication in Schools
FourCaveatsforEducationalAdministrators
Communicationisdifficulttoisolatefromother
administrativeprocesses
Notallschoolproblemsinvolvemiscommunication
Communicationreveals,hides,aswellaseliminates
problems.
Communicationisaprocessthatevokesactionbutis
farfromthesubstanceofgoodadministration
EducationalAdministration
Communication in Schools
KeyTerms
Communicationsharingideasorattitudesinwaysthatproduceadegreeof
understandingbetweentwoormorepeople.
Messagetheverbalornonverbalcuesorsymbolsthateachcommunicatorconveys.
Channelthevehicle,medium,orforminwhichamessagetravels.
Senderthepersonorgeneralizedsourcesendingamessage
Receiverthedestinationofthemessageortheindividualordeciphersit.
Transmissiontheactualsendingandreceivingofmessagesthroughdesignated
channelsormedia.
Encodingusingcognitivestructuresandprocessestoconverttheintendedmessage
intosymbolicformbythesender.
Decodingusingcognitivestructuresandprocessestoretranslatethemessagebythe
receiver.
Feedbackthemessagesentinresponsetotheinitialmessage;informationthat
enablescorrections(Ch.1).
Communicationeffectstheoutcomesofthemessageexchangeprocess.
EducationalAdministration
Communication in Schools
GeneralModelofCommunication
Sender
(source,
speaker,
communicator)
Encoding
Message
InChannel
Decoding
Receiver
(reader,
listener,
communicator)
Feedback
EducationalAdministration
Communication in Schools
Onewaycommunication
Unilateralinitiatedbythesenderandterminatedbythereceiver
Commonexamplesinschools
Classroomlecture
Exhortationbytheprincipal
PAannouncements
Administrativedirective
Advantages
Emphasizestheskillsofthesenderandencourages
administratorsandteacherstothinkthrough,accurately
articulate,andprovideclaritytotheirideas
Implystronglinkagesbetweencommunicationbehaviorand
action
EducationalAdministration
Communication in Schools
Twowaycommunication
Reciprocalallparticipantsintheprocessinitiateandreceive
messages
Commonformsinschools
Conversation
Inquiry
Debate
Instruction(SocraticMethod)
EducationalAdministration
Communication in Schools
IndividualCommunicationCompetence
SendingSkills
Useappropriatedirectlanguage
Avoidjargonandcomplexconcepts
Informationmustbeclearandcomplete
Buildonorreorganizereceiverscognitiveschema
Minimizenoisefromthephysicalorpsychologicalenvironment
Usemultipleandappropriatechannelsofmedia
Usefacetofacecommunicationandredundancywhen
communicatingcomplexmessages
EducationalAdministration
Communication in Schools
IndividualCommunicationCompetence
ReceivingSkills(ListeningSkills)
Attending
Eyecontact,receptivebodylanguage,focus
Questioning
Encouraging
Verbalandnonverbalcues
Paraphrasing
Reflectingfeeling
Summarizing
EducationalAdministration
Communication in Schools
IndividualCommunicationCompetence
FeedbackSkillsSendingandreceivingskillsthatconveyknowledge
ofresultsoreffectsofpreviouscommunicationsandbehaviors.
Canbeverbalornonverbal
Askingquestioning,describingbehavior,paraphrasing
Informationshouldbehelpfultotherecipient
Specificratherthangeneral
Recentratherthanold
Directedtowardbehaviorthepersoncouldchange
Timely,themoreimmediatethebetter
EducationalAdministration
Communication in Schools
ChannelsofCommunication
Verbalsymbols
Humanspeechdirect,facetofaceconversationorelectronicexchanges
viatelephone,radio,television,videoconferencing
Writtenmediamemos,letters,faxes,electronicmailandbulletin
boards,instantmessaging,newspapers.
Nonverbalsymbols
Bodylanguageorgesturesfacialexpressions,posture,handandarm
movements
Physicalitemsorartifactswithsymbolicvalueofficefurnishings,
clothing,andjewelry
SpaceTerritorialityandpersonalspace
Touchingandhugging
Time
Intonation,accents,pitch,intensity,rateofspeech
EducationalAdministration
Communication in Schools
SourcesinCommunicationProcesses:SendersandReceivers
Credibility
Believability,identityandreputationofthesender
Sendersexpertnessandtrustworthiness
Trustandconfidencethereceiverhasinthewordsandactionsofthe
sender
CognitiveCapacities
Psychologicalcharacteristicslimitindividualcommunication
Communicationskills
Knowledgeofsubject
Personality
Motivationfactors(attitudes,values,interests,expectations)
EducationalAdministration
Communication in Schools
CommunicatinginContext
NoiseContextual,physical,cultural,environmentaldistractionsthat
interferewiththecommunicationprocess
Examplesinschools
Closedorganizationalclimates
Punishmentcenteredbureaucraticstructures
Culturalorgenderdifferences
Authoritarianleadership
Teachermilitancy
Demographicprejudice
Outdatedorobscuretechnology
EducationalAdministration
Communication in Schools
Information
Communicators
Media
Context
Meaning
EducationalAdministration
Communication in Schools
Information
Communicators
Media
Context
EducationalAdministration
Communication in Schools
OrganizationalPerspectivesofCommunication
Communicationnetworksmethods,vehicles,orformsamessage
travelsinorganizations.
FormalChannels
Methodssanctionedbytheorganization
Relatedtoorganizationalgoals
InformalChannels
Grapevines
Directionallyverticalorhorizontal
OneorTwoway
EducationalAdministration
Communication in Schools
Types of roles in communication networks
Person 1
Person 2
Person A
Person 4
Person 3
Communication in Schools
Types of roles in communication networks
Person 1
Person 2
Isolate
Person B
Person 4
Person 3
Communication in Schools
Types of roles in communication networks
Person 1
Group I
Group II
Person 2
Person A
Person 4
Person 3
EducationalAdministration
Communication in Schools
Types of roles in communication networks
Person A
Group I
Group II
EducationalAdministration
Communication in Schools
Formalcommunicationnetworks
Channelsofcommunicationmustbeknown
Channelsmustlinkeverymemberoftheorganization
Linesofcommunicationmustbeadirectandshortaspossible
Thecompletenetworkofcommunicationistypicallyused
Everycommunicationisauthenticatedasbeingfromthecorrectperson
occupyingthepositionandwithinhisorherauthoritytoissuethe
message
EducationalAdministration
Communication in Schools
Threecharacteristicsofschoolscriticaltoformal
communicationnetworks
Centralization
Thedegreetowhichauthorityisnotdelegatedbutconcentratedina
singlesourceinanorganization
Shape
Thenumberofhierarchicallevelsortallnessv.flatnessofthe
organization
Technology
Ascommunicationtechnologybecomesmoresophisticated,itsuse
willdramaticallyaltercommunicationinbothformalandinformal
networks
EducationalAdministration
Communication in Schools
Informalcommunicationnetworks
Advantagesofthegrapevine
Activeinformalnetworksareindicativeofaschoolscultureand
providevitalfeedbacktoleaders
Informalchannelsmaysatisfysocialoraffiliationneedsnotmet
byformalchannels
Grapevinesfillaninformationvoidandprovideoutletswhen
formalinformationchannelsareclogged
Informalnetworksprovidemeaningforactivitieswithintheschool
EducationalAdministration
Communication in Schools
Directionalchainofcommand
Fivetypesofcommunicationfromsuperiortosubordinate
(Downward)
Instructionsaboutspecifictasks
Rationaleaboutwhythetaskneedstobedoneandhowit
relatestoothertasks
Informationaboutorganizationalproceduresandpractices
Feedbackabouttheperformancelevelsofindividuals
Informationregardingtheorganizationsgoals
EducationalAdministration
Communication in Schools
Directionalchainofcommand
Fourtypesofcommunicationfromlowertoupperlevelsof
hierarchy(Upward)
Routineoperationalmessages
Reportsonproblems
Suggestionsforimprovement
Informationonhowsubordinatesfeelabouteachotherandthe
job
EducationalAdministration
Chapter 10
CommunicationinSchools
End
Show
Review
EducationalAdministration
Review
Identifythekeytermsforthesedefinitions
Sharingideasorattitudesinwaysthatproduceadegreeof
understandingbetweentwoormorepeople.
Communication
Theverbalornonverbalcuesorsymbolsthateachcommunicator
conveys.
Message
Thevehicle,medium,orforminwhichamessagetravels.
Channel
Thepersonorgeneralizedsourcesendingamessage
Sender
Thedestinationofthemessageortheindividualordeciphersit.
Receiver
EducationalAdministration
Review
Identifythekeytermsforthesedefinitions
Theactualsendingandreceivingofmessagesthroughdesignated
channelsormedia.
Transmission
Usingcognitivestructuresandprocessestoconverttheintended
messageintosymbolicformbythesender.
Encoding
Usingcognitivestructuresandprocessestoretranslatethemessageby
thereceiver.
Decoding
Themessagesentinresponsetotheinitialmessage;informationthat
enablescorrections.
Feedback
Theoutcomesofthemessageexchangeprocess.
Communicationeffects
EducationalAdministration
Review
Whataretheindividualcompetenciesforsending
information?
Useappropriatedirectlanguage
Informationmustbeclearandcomplete
Minimizenoisefromthephysicalorpsychologicalenvironment
Usemultipleandappropriatechannelsofmedia
Usefacetofacecommunicationandredundancywhen
communicatingcomplexmessages
EducationalAdministration
Review
Whataretheindividualcompetenciesforreceiving
information?(ListeningSkills)
Attending
Questioning
Encouraging
Paraphrasing
Reflectingfeeling
Summarizing
EducationalAdministration
Review
Whatiscredibilityandwhatfactorsinfluenceit?
Believability,identityandreputationofthesender
Sendersexpertnessandtrustworthiness
Trustandconfidencethereceiverhasinthewordsandactions
ofthesender
EducationalAdministration
Review
Howcanthecognitivecapacitiesofthesender/receiverlimit
individualcommunication?
Communicationskills
Knowledgeofsubject
Personality
Motivationfactors(attitudes,values,interests,expectations)
EducationalAdministration
Review
Contextual,physical,cultural,environmentaldistractionsthat
interferewiththecommunicationprocessiscalledwhat?
Noise
Whataresomeexamplesofnoiseinschools?
Closedorganizationalclimates
Punishmentcenteredbureaucraticstructures
Culturalorgenderdifferences
Authoritarianleadership
Teachermilitancy
Demographicprejudice
Outdatedorobscuretechnology
EducationalAdministration
Review
Whatarethefourfactorsofcommunicationthathelp
thereceiverconstructmeaning?
Information
Does the language or symbols convey the information?
Can it be understood by both sender and receiver?
What is the content and effect of the communication?
Communicators
Who is speaking to whom?
What roles do they occupy?
Media
What methods/media are being used?
Context
What is the context in which the communication is taking place?
What factors are creating noise that might block or distort the message?
EducationalAdministration
Review
Whatarethecharacteristicsofeffectiveformal
communicationnetworks?
Channelsofcommunicationmustbeknown
Channelsmustlinkeverymemberoftheorganization
Linesofcommunicationmustbeadirectandshortaspossible
Thecompletenetworkofcommunicationistypicallyused
Everycommunicationisauthenticatedasbeingfromthecorrectperson
occupyingthepositionandwithinhisorherauthoritytoissuethe
message
EducationalAdministration
Review
Whatarethethreecharacteristicsofschoolsthatarecritical
toformalcommunicationnetworks?
Centralization
Thedegreetowhichauthorityisnotdelegatedbutconcentratedina
singlesourceinanorganization
Shape
Thenumberofhierarchicallevelsortallnessv.flatnessofthe
organization
Technology
Ascommunicationtechnologybecomesmoresophisticated,itsuse
willdramaticallyaltercommunicationinbothformalandinformal
networks
EducationalAdministration