Speaking And Listening Case Study

The Speaking and Listening Competencies for College Students by Sherwyn Morreale, Rebecca B. Rubin, and Elizabeth Jones, summarizes two sets of competencies for college students, as developed by various communication scholars, federal government agencies, and research centers. The competencies primarily represent speaking and listening skills that could help undergraduates communicate more effectively at school, in the workplace, and in society. The reader also is directed to the end of the study for a description of how the two sets of competencies were separately developed. The competencies presented here primarily relate to speaking and listening skills in a variety of situations. Speaking and listening do comprise much of what is often

Ihmeideh, Aieman Ahmad Al-Omari, and Kholoud A. Al-Dababneh in 2010, explains that teachers need excellent communication skills to succeed in their profession. Listening, interpersonal, written and oral communication skills are required by teachers to facilitate understanding of teaching findings and the ability to accomplish their responsibilities effectively. Teachers are constantly gathering, sorting, analyzing and explaining information to learners. Not only do teachers need to accomplish technical tasks, they must also communicate efficiently and effectively with internal and external customers. Development of effective communication skills is an important part of teachers’ advancement potential. Teachers must possess highly developed communication skill levels to become a successful professional. The development of these skills not only enhances the teachers’ potential, but will also improve the quality of teachers produced. Advanced communication skills are required in every aspect of the teaching process. Teachers must possess highly developed oral and writing skills to communicate with management, learners and co-workers effectively. Open communication lines will minimize the potential of ill feelings during the teaching process. The next step is to carefully listen before responding to what the other person is communicating. Defensiveness needs to be avoided in the teaching process. Loss (2000) recommends utilizing positive statements, rather than accusatory statements, when communicating. Also, Rees & Garrud (2001) suggested that older, mature students have high positive attitudes toward communication skills