How well can you draw?How well do you
listen and communicate?
LEARNING FROM LINCOLN
Chapter 2 – Communicating Ideas Effectively with Precise and Straightforward Language
Effective CommunicationCrisp & Concise
language
Everyday Language
Communication Media
Feedback
Listen
Misconception that the very talented depend on innate skills.
Successful experts practiced 10,000 hours over 10years.
Crisp and ConciseLincoln Teacher – Leaders• Brief explanations of
important information• Practiced speeches out
loud• Listened to how the words
sounded • Lifelong desire to improve
HOW?• Shape your vision
Start meetings with positive and inspirational note
• Minimize” administrivia”• Focus on professional
development topics
WHY?- Provides clarity and focus - Builds trust- Shows respect for time - Priorities for staff and student learning
Everyday Language“After hearing the teacher say RTI should provide support for the IEP of this child so
let’s bring that up at the next CST meeting, I felt like I was swimming in
alphabet soupl!”
~ Some Parent
Lincoln Teacher – Leaders• Stories• Anecdotes• Lincoln’s Past
HOW?• Don’t use jargon – this excludes people
× RTI, IEP, CST • Use metaphors• Figurative language
Share a success story Show a short movie clip
WHY?- Emotionally connected with audience (reason and emotion)
- Able to communicate to a wide range of people- Clarity to important ideas
Mastering Communication MediaLincoln Teacher – Leaders• Telegraph
New civil war strategy Read and sent out hundreds day
and night • Newspapers
Wavering support in opinion polls Needed northern and border states
on his side to win war Read everything and responded by
writing letters Wanted to his vision to reach out as
many people as possible
HOW?• Professional learning communities• Print –
Newspapers, Newsletters, School magazines
• Electronic – email, websites (teacher’s online
homework page & tutoring assistance), wiki, blogs , facebook, twitter, renrenwang
• In person Body language Action
WHY?- Allows vision to reach the community - Creates support network
- More likely to achieve the vision
Receiving FeedbackLincoln Teacher – Leaders• Feedback from many sources:
Friends, Politicians Secretary of state, William
Seward Newspapers listened and read criticism
to gauge public standing Wrote letters in response
HOW?• During peer-to-peer
interactions related to teaching and learning
• During supervisory visits• During PD days• On surveys• In informal conversations
WHY?- promotes teamwork - model the role of “leader as learner”- Ownership in the realization of the vision- ability to refine direction & provide a clearer vision
Patient ListeningLincoln Teacher – Leaders• Courtroom Lawyer • Listened to other side• Concealed his viewpoint• Weighed issues from all sides• Developed his own strategy
• Listened to those that opposed expansion and existence of slavery everywhere
HOW?• Let others talk• Analyze the situation
as they are talking
WHY?• Helps resolve issues – more efficient environment• Manages emotions – decreases stress level
• Creates respectful environment
Lincoln’s AdviceWhat is your passion?
It is much easier to lead a cause of which you are passionate.
Practice makes perfectRelevance – connect with audienceSense of humilityTechnologically skilledStop talking and start listeningFollow through
Let’s Practice!Please get into 8 groups of 3 people
Effective CommunicationCrisp & Concise
language
Everyday Language
Communication Media
Feedback
Listen
Scenario 1 Your student, Connor, comes back to the classroom at lunch all bloody and
bruised. He kicks the chair, yells, and swears a blue streak. It turns out that he got beaten up by a bunch of classmates outside at the corner store.
Scenario 2 An angry father stomps into the principal’s office and demands an explanation for
why his son was bullied in front of his classmates yesterday. The student was pushed onto the floor and kicked in the chest.
Scenario 3 You are a teacher-leader who wants to implement an after-school program (any
program you want). How do you get support and involvement from other teachers on staff?
Scenario 4 A student in your class clearly has not met the requirements necessary to be in
your grade level. He is two years behind in your subject area. The student thinks he doesn’t have a high mark because he isn’t the teacher’s pet. The parent is sitting in your office, irate because their child is not passing your subject.