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Communication reflection
Communication reflection
Communication reflection
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In the educational arena there are many times when one, especially someone in a place of leadership like a principal, must have important conversations with staff. The way in which these important conversations are handled is foundational to the stability of relationships and the building culture and climate. The conversations that one must have are referred to in many ways, based upon the experience and need for conversation. These conversations are at times referred to as difficult conversations. These conversations may involve talking about a topic that is sensitive or may involve the actions of an employee. Along with difficult conversations, at times cognitive coaching must be utilized to help guide someone to reflection and looking …show more content…
At times, the past experiences we have had with people color our current interactions. This thinking also lends itself to the idea that what we believe or think will happen is what will occur. It is important to fully reflect and evaluate upon any situation prior to moving forward with a conversation. This type of reflection allows us to make more rational decisions and fully think through our thoughts and ideas prior to bringing them up.
As I read the various articles that discussed the need for reflection, I thought of the various conversations I have had with people which I initiated where I did not take the time to reflect. Looking back now, I can see that if I would have taken the small amount of time needed to reflect then the conversation could have gone very differently. While I do know that in some of the instances the conversations were necessary to be able to move forward and get work down, the approach could have been different with
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Based upon my own experiences and conversations, it always seems that when the person who is beginning the conversation has the opportunity to share his or her thoughts is when emotions tend to raise. People naturally have strong emotions when they are sharing thoughts, ideas or concerns that are personally of concern to them. As I think about my job as a possible future administrator, I must think about how to go into the portion of the conversation, when I am able to share my feelings, without becoming upset or defensive. This can be challenging, but it is critical for the conversation to be able to end in resolution to not become upset or overly
Stone, D., Patton, B., & Heen, S. (1999). Difficult conversations: How to discuss what matters most. New York, NY: Viking Press.
I am a qualified solicitor and in this role I have developed my communication skills. On one occasion I was representing a mother who was a victim of domestic violence. The father wanted to see his children but the mother was not allowing it due to the domestic violence. I acknowledged her concerns regarding the contact and explained that I understood why she would not want contact to take place. I also explained to the mother the courts view in terms of contact and domestic violence cases. I highlighted the fact that if she allowed contact without going to hearing she would still retain a level of control. I suggested that contact take place at a neutral location and be supervised by a friend or family member until she was comfortable with this arrangement. The client was reluctant but highlighted that the court would want some form of contact and she would have to adhere to this. However, by reaching an agreement outside of court she is not bound by it and will be in control. The client agreed to
This may be due to the difficulty I experience during the reflection process as well. I let my emotions play a huge role in my daily life and decision making process, perhaps a bigger role than I should. Once I receive information from an experience, I find it difficult to make sense of my emotions and reflect upon them. I am able to recognize whether the experience was negative or positive, but have difficulty reflecting on why I feel that way and coming up with new ideas for the future. Experiences for me are situational dependent and are heavily influenced by the details of the situation like why, how and
...ide an effective overview of some of the key considerations within this topic and further created the opportunity for me to input some of my own ideas for future use. I believe for example that what has been shown most significantly is the importance of the ‘environment’ in determining how we think; as with the current fast moving world of work and living, often the demand for quick decision making makes reflection more difficult, with people being more likely to make suboptimal decisions utilizing previous experience and intuition. Further is the crucial idea that reflection heavily depends on the ‘type’ of individual; with some having a more numerical ability that facilitates reflection or some being more ‘open-minded’ in their way of thinking (Baron 1985) that means they are likely to consider a broader spectrum of new possibilities, resulting in good decisions.
Reflection is the examination of personal thoughts and actions. For practitioners this could mean focusing on how they interact with colleagues, patients and their environment. For example a clinician could reflect on an experience such as a treatment or staff meeting. By reflecting on experiences such as this a clinician can get a better understanding of their own behaviour, Wilkinson (1996). Reflection is therefore a process through which practitioners get a better understanding about their strengths and areas for improvement. Schon (1991) names two forms of reflection used by clinicians; reflection on action and reflection in action.
Self-reflection is defined as meditation or thought put towards your own goals or motives. To self-reflect, you must be willing to take time for yourself, even if you do not think you have time. Everyone has a lot on their plate, but even if it seems as if the world is crumbling around you, taking time to be selfish every now and again is crucial. Setting a goal for yourself cannot be done unless you have a willingness to understand your own personal nature, essence, and purpose. It may seem hard at times, especially if you are a selfless individual, but it is important to remember your place and what you are trying to achieve. In order to do so it is necessary to understand Maslow’s hierarchy of needs.
Listening is a vital and important part of communication. While speaking clearly and concisely is imperative, true listening is central to speaking with mindfulness and in the case of the counselor, this mindfulness has the possibility of leading clients to their own solutions to life’s tough circumstances. In his book, Petersen (2007) breaks down the communication cycle so that we can be aware of how we react when people share their emotions with us, and how to effectively communicate by listening and speaking in turn to build strong and supportive relationships, whether they are personal or professional.
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
When I make decisions I believe that I am purposeful, thoughtful, and mindful. My ability to reflect is based on my faith. In my own reflectiveness, or examination of conscious, I examine all the values that I could work on in myself and then makes changes to improve on them. I expect to take that skill on to my future profession when I am reflecting over lessons or how the day went and what I could have done better to teach the material to my students.
“The ultimate value of life depends upon awareness and the power of contemplation rather than upon mere survival” (Aristotle, n.d.) Reflection is a process that begins with looking back on a situation, thinking about it, learning from it and then using the new knowledge to help you in similar situations in the future. We need to evaluate through reflection to determine whether change is needed. We can then decide what action is needed and what we should do the next time we are faced with a similar situation. It might not necessarily be something you have done wrong, it may well be you were happy with the outcome of a situation you had some input into and would do again.
Reflection is a key part of our personal development plan that is significant from both academic and employment perspectives. It investigates and someway measures our present level of skills and knowledge by looking back to reflect our latest performance and monitoring future improvements (Gallagher K., 2013, p. 23-24).
Interpersonal communication is one of the significant skills while communicating with other individuals. It normally covers an extensive area and includes both verbal and non-verbal communication. Body language and facial expression may affect the accurateness of the message transmission directly. Interpersonal communication skills normally ensure that the message is sent and received correctly without any alteration thus improving the communication efficiency. Learning diverse aspects of interpersonal communication has greatly aided me in better understanding of what it consists. I am capable of applying the knowledge gained from this course to my personal experiences. This paper reflects on my personal experience in learning interpersonal communication.
(Howard & Lyons, 2014, p152) Being able to reflect on an experience including how you responded or felt and how you might do things differently if it were to happen again can help us to work through such situations. This can involve looking back and asking questions such as, ‘why did I feel like that?’ and ‘was there something I could do differently if it happened again? ‘Boud (2001 as cited by Moore et al 2011, p545) ‘describes reflection as the process of turning experience into learning that involves making sense out of what has occurred in our lives.’ Reflection can also be useful in terms of learning from experience and so help towards self-care and self-development. ‘Reflective skill is described as an ability to identify personal errors and make evidence-based decisions. Self-awareness and reflective skills are closely related in which self-reflection involves learning processes, whereas self-awareness becomes the objective of the process.’ (Siraj, Salam, Azmina, Chong, Saidatul, Faiz, Murnira, Kang & Nabishah, 2013,
Learning the art of reflecting while an activity is taking place, or after it, is a skill that requires several steps of progression. Ultimately understanding the process of reflection can help coaches refine their coaching strategies and incorporate those strategies at each stage (becoming a better coach through reflective practice, 2016).
On the other hand, many people use introspection in their everyday lives and don’t realize it. Something as simple as taking a test, and getting a failing grade back and then thinking to yourself “Why didn’t I think to study?”. You then begin to self-analyze what kept you busy instead of studying for that test. This leaves you with a learned response to not procrastinate studying for your next exam. Another example could be when an attractive boy asks you for a pencil in class and you nervously respond with babble that doesn’t make any sense. Now all you’re thinking for the next two weeks is “Why the heck did I do that?”. With this in mind, introspection could be something positive or negative. For example, you may start to analyze your weaknesses or failures, rather than your successes and strengths, causing introspection to turn into self-criticism. It is okay to dwell on our inner thoughts, although too much negative introspection could turn into something unhealthy and cause other psychological issues. Otherwise, it is important to reflect on our behaviors, feelings, and values in order to become a better