Oral Communication in English

Oral Communication in English

A manual for teachers and SMT members

Jika Communication and Training welcomes you to this course, Oral Communication in English: A manual for teachers.

This course is broken up as follows:

Participants will attend 2 contact sessions (Session 1 will be 3 days and Session 2 will be 1 day, with 2 weeks of experiential on-site learning and application of what was presented in the first contact session.

Session 1 (3 days)

Ice breaker activity and a focus on theory which will be presented in experiential mode: in other words, participants will first engage in an activity, reflect on it and then discover the essence of the activity on their own, in pairs or in groups. Self-discovery is key to this course which not only guides learners through the content in activity-based methodologies, but also allows room for individual reflection which we feel is an invaluable dimension of embedded learning.

During session one, participants will after certain sections, complete activities in a separate workbook. The workbook will also include activities that have been planned for on-site (at school) application and reflection. These tasks performed while the participant is at work, will inform the next training session.

EXPERIENTIAL ON-SITE LEARNING BETWEEN SESSION 1 AND 2

Session 2 (1 day)

The “homework tasks” are discussed and the next part of the course is completed, with participants completing their continuous assessment and reflection activities. This workbook is handed in and serves as part of the participants PDP. Within 4 weeks, workbooks are returned to us and we arrange for SACE CPTD points to be uploaded onto the national system.

Background

We have to express ourselves continually in various situations and we all know that we do it with varying degrees of success. In order for the person listening to you and to understand what you want to convey, you have to formulate your oral message with clarity and coherence.

This is quite an art and can benefit principals and teachers beyond the everyday social oral interactions. As was pointed out in the IQMS Report (2012 – 2013:38) there is a general lack of leadership and management in schools that contribute to the absence of a culture of teaching and learning. The same report (p.13) also states that it is the duty of a principal to clearly communicate a mission for his school and to set clear goals. In their classrooms teachers also have to guide the learners to achieve specific goals which have to be clearly communicated to them.

So what will be beneficial about this course for me as educator? It will develop also knowledge, skills and confidence to help me express my views in strategic sessions. It will assist me in realising the importance of communication in interaction, I’m going to learn to listen not only to what is being said, but also how it is being said and if I then give feedback, it will be assertive, but also emphatic. To summarise: my improved alertness about my oral communication will assist me to verbalise the goals for my school/my class in a clear way and to lead my team confidently.

 

Learner Guide Overview

This learner manual consists of three learning units, which are titled as follows:

  • Learning Unit 1: Communication is interaction.
  • Learning Unit 2: Analyse and evaluate oral presentations.
  • Learning Unit 3: Analyse responses and adjust oral presentation.

This Manual provides the content, activities and assignments for studying within an environment that will enable you as principals and teachers to present and participate effectively in oral communication in various educational contexts.

Formative assessment activities will be allocated to each learning unit and should be completed during the work session. A thorough description of summative assessments will be given in the PDP (Learner Workbook).

Make sure that you work from the learning outcomes, through each exercise until the conclusion of each learning unit. Participate and complete all the activities stipulated in each learning unit. It will enhance your chances for success in this learning event and ensure that you are competent to complete the communication tasks in your job.

The following will be used in the guide to make it more user-friendly:

Note: This is used to give you interesting tips and information regarding the learning outcome that you are busy with.

Activities: These activities should be done – either as a group, or as an individual.

Example: To guide learners regarding the HOW by referring to examples from other projects and documents.

 

Support

Make sure you know your facilitator and assessor’s contact details and feel free to contact them if you do not understand anything. Support is of utmost importance – feel free to question anything!

Table of Contents

Foreword
Background
Support

Unit 1: Communication is interaction

  • Introduction
  • Basic Communication Principles
  • Importance of effective communication
  • Miscommunication: A case study
  • Apply interactive communication
  • Effect of different communication styles, levels and tone
  • Assess Response
  • Managing disagreements
  • Summary

Unit 2: Analyse and Evaluate Presentations

  • Introduction
  • Group versus one-to-one discussions
  • Assumptions and deductions
  • Point of view and subtexts
  • Basic components of an oral presentation
  • Summary

Unit 3: Analyse responses and adjust oral presentation

  • Introduction
  • Analyse responses on oral presentations
  • React assertively to opposing views
  • Maintain and adapt oral interaction
  • Summary